Transformative Learning in Adulthood. ERIC Digest No. 200.

Autor/in	Imel, Susan
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Transformative Learning in Adulthood. ERIC Digest No. 200.
Quelle	(1998), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Learning; Educational Practices; Educational Theories; Learning Processes; Learning Theories; Student Role; Teacher Role; Teacher Student Relationship; Theory Practice Relationship; Transformative Learning + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Bildungspraxis; Educational theory; Theory of education; Bildungstheorie; Learning process; Lernprozess; Learning theory; Lerntheorie; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Theorie-Praxis-Beziehung; Pädagogische Transformation
Abstract	Jack Mezirow's theory of transformative learning has evolved into a description of how learners learn by integrating new knowledge with their existing knowledge, beliefs, and experiences. Centrality of experience, critical reflection, and rational discourse are three common themes in Mezirow's theory, which is based on psychoanalytic theory and critical social theory. Numerous critical responses to Mezirow's theory of transformative learning have emerged over the years. Robert Boyd, for example, has developed a theory of transformative education based on analytical psychology. Whereas Mezirow's view of transformative learning emphasizes critical reflection and rational discourse, Boyd's emphasizes intuition and emotion. It has been suggested that no single mode of transformative learning exists and that differences in learning contexts, learners, and teachers all affect the experiences of transformative learning. Whether transformative learning is approached as a consciously rational process or through a more intuitive, imaginative process, practitioners seeking to foster a learning environment conducive to transformative learning must consider the following factors: role of the teacher, role of the learner, and role of the rational and affective. Although transformative learning may not always be a goal of adult education, all adult educators should at least strive to understand it. (Contains 11 references) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC