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Defining and Analyzing Transformative Learning

Data publikacji: 31.12.2020

Labor et Educatio, 2020, 8 (2020), s. 109-124

https://doi.org/10.4467/25439561LE.20.007.12998

Autorzy

Hoggan Chad
University of North Carolina
, Stany Zjednoczone Ameryki
https://orcid.org/0000-0001-7759-591X Orcid
Wszystkie publikacje autora →

Tytuły

Defining and Analyzing Transformative Learning

Abstrakt

There is an important difference between the phenomena we study and the names we call them or theories we use to explain them. Transformative learning theory is a human construction designed to describe a phenomenon, but it is imperfect at best. The author advocates a delineation of the terms. Namely, the term perspective transformation should be used to refer to Mezirow’s theory because it has only ever been used for his specific theory. The term transformative learning should be used to refer to the broad range of theories (including Mezirow’s) that attempt to describe and explain dramatic changes in how people experience, conceptualize, and interact with the world.

The author uses transformative learning in adult education investigations to understand the experiences of military veterans transitioning from combat to civilian life, of breast cancer survivors navigating the psycho-social transition of their disease, of students from backgrounds of poverty attending community college, and even the negative transformation of people becoming radicalized into violent terrorism. There are many more situations that cause people to change, and those specific situations shape the processes that lead to change and therefore shape the eventual outcomes of that change.

All of the theories and constructs in the transformative learning literature are nothing more than human creations designed to explain the phenomena associated with dramatic learning and change in adulthood. The value of transformative learning as a metatheory is to provide constructs in the form of analytic tools that scholars from disparate disciplines can use in working together to create better, more useful constructs for understanding that phenomena. There are identified and presented the analytic tools (definition, criteria, typology) to provide a framework for scholars to think carefully and with clarity about what they mean when using the word “transformation”. The need in more holistic, interdisciplinary understandings of transformative learning is substantiated, thus promoting the use of transformative learning as a metatheory.

Bibliografia

Pobierz bibliografię

Aldridge, J.(1992). Developing a metatheory of education: Psychological Reports / J. Aldridge, P. Kuby, D. Strevy , Vol. 70, pp. 683–687.

Bateson, G.(1972). Steps to an ecology of mind, New York: Basic Books.

Hoare, C. (2006). Handbook of adult development and learning / New York: Oxford University Press 2006.

Hoggan, C. (2016). The varieties of transformative experience: A review of the transformative learning literature: Studies in the Education of Adults.

Hoggan, C. (2014). Lessons from breast cancer survivors: The interplay between context, epistemology and change: Adult Education Quarterly, Vol. 64(3), pp. 191–205.

Illeris, K. (2014). Transformative learning and identity, New York: Routledge.

Meyer, J., Land R., & Baillie C. (2010). Threshold concepts and transformational learning –Boston: Sense Publishers.

Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning: 1st edition, San Francisco: Jossey-Bass.

Mezirow, J.(1978). Perspective transformation: Adult education, Vol. 28(2), pp. 100–110.

Mezirow, J. (2000). Learning to think like an adult. In: J. Mezirow & Associates (eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3–34), San Francisco, CA: Jossey-Bass.

Newman, M. (2012). Calling transformative learning into question: Some mutinous thoughts: Adult Education Quarterly, Vol. 62, pp. 36–55.

Taylor, E.W. (1998). The theory and practice of transformative learning: A critical review: Information series no. 374 / E.W. Taylor – Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, [Electronic Resource]. –URL: https://files.eric.ed.gov/fulltext/ED423422.pdf. 

Taylor, E. W. (2007). An update of transformative learning theory: A critical review of the empirical research (1999–2005): International Journal of Lifelong Education, Vol 26(2), pp. 173–191.

Taylor, E.W. (2012). A critical review of research on transformative learning theory, 2006–2010. In: E. Taylor & P. Cranton (eds.), The handbook of transformative learning: Theory, research, and practice (pp. 37–55) San Francisco, CA. Jossey-Bass.

Wallace, W. (1992). Metatheory, conceptual standardization and the future of Sociology. In: G. Ritzer (eds.) Metatheorizing (pp. 53–68), Newbury Park: Sage.

Informacje

Informacje: Labor et Educatio, 2020, 8 (2020), s. 109-124

Typ artykułu: Oryginalny artykuł naukowy

Tytuły:

Angielski: Defining and Analyzing Transformative Learning
Polski: Definicja i analiza transformatywnego uczenia się

Autorzy

https://orcid.org/0000-0001-7759-591X

Hoggan Chad
University of North Carolina
, Stany Zjednoczone Ameryki
https://orcid.org/0000-0001-7759-591X Orcid
Wszystkie publikacje autora →

University of North Carolina
Stany Zjednoczone Ameryki

Publikacja: 31.12.2020

Otrzymano: 12.04.2020

Zaakceptowano: 30.08.2020

Status artykułu: Otwarte __T_UNLOCK

Licencja: CC BY-NC-ND  ikona licencji

Udział procentowy autorów:

Hoggan Chad (Autor) - 100%

Korekty artykułu:

-

Języki publikacji:

Angielski

Liczba wyświetleń: 1069

Liczba pobrań: 1148

Definicja i analiza transformatywnego uczenia się