Transformative Learning as a Metatheory: Definition, Criteria, and Typology

Autor/in	Hoggan, Chad D.
Titel	Transformative Learning as a Metatheory: Definition, Criteria, and Typology
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 66 (2016) 1, S.57-75 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713615611216
Schlagwörter	Transformative Learning; Learning Theories; Classification; Definitions; Criteria; Problems; World Views; Epistemology; Behavior + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Learning theory; Lerntheorie; Classification system; Klassifikation; Klassifikationssystem; Begriffsbestimmung; Problemsituation; World view; Weltanschauung; Erkenntnistheorie
Abstract	This article addresses a significant problem with transformative learning theory; namely, that it is increasingly being used to refer to almost any instance of learning. This article offers several points of clarity to resolve this problem. First, it portrays a subtle but important evolution in the way the theory has been used in the literature and, as a solution, positions transformative learning as an analytic metatheory. It then presents a typology of transformative learning outcomes as a conceptual tool scholars can use to describe learning phenomena. Finally, this article suggests a definition and criteria for transformative learning to provide parameters around the phenomena that the metatheory of transformative learning should address. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01