A theory in progress? Issues in transformative learning theory.

Autor/inn/en	Taylor, Edward W.; Cranton, Patricia
Titel	A theory in progress? Issues in transformative learning theory.
Quelle	In: European journal for Research on the Education and Learning of Adults, 4 (2013) 1, S. 33-47Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
URN	urn:nbn:de:0111-opus-77056
Schlagwörter	Empirische Forschung; Erfahrung; Methodologie; Empathie; Lernpsychologie; Selbstreflexion; Verhaltensänderung; Theoriendynamik; Erfahrung; Erwachsenenbildung; Motivation; Lernpsychologie; Lerntheorie; Theoriendynamik; Selbstreflexion; Methodologie; Lernerfahrung; Lernverhalten; Offenheit; Empirische Forschung; Lernerfahrung; Lerntheorie; Lernverhalten; Motivation; Konstruktivismus; Erwachsenenbildung; Offenheit
Abstract	The scholarship about transformative learning theory has continued to grow exponentially, although much of the research is redundant with a deterministic emphasis while overlooking the need for more in-depth theoretical analysis. Explanations for this oversight are numerous, including a failure to ground research in primary sources, an over-reliance on literature reviews of transformative learning, lack of critique of original research; marginal engagement in positivist and critical research paradigms, and a lack of involvement in transformative learning by European adult education scholars. In order to stimulate theoretical development, this paper discusses five specific issues that will hopefully provoke further discussion and research. They include the role of experience, empathy, the desire to change, the theory's inherently positive orientation, and the need for research involving positivist and critical approaches. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/3