Participatory Feeling: Re-Visioning Transformative Learning Theory through Heron's Whole Person Perspective

Autor/in	Perry, Shannon A. B.
Titel	Participatory Feeling: Re-Visioning Transformative Learning Theory through Heron's Whole Person Perspective
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 71 (2021) 4, S.338-355 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Perry, Shannon A. B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/07417136211016779
Schlagwörter	Transformative Learning; Learning Theories; Adult Learning; Holistic Approach; Psychological Patterns + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Learning theory; Lerntheorie; Adulte education; Adult training; Erwachsenenbildung; Holistischer Ansatz
Abstract	John Heron's whole person theory can expand transformative learning theory by elaborating a more nuanced understanding of affect. In contrast to the vague conceptualization of affect's role and the interchangeable treatment of emotion and feeling in most adult learning scholarship, Heron's holistic theory grounds all experience in affective knowing and asserts significant differences between feeling and emotion. These distinctions challenge transformative learning theory by revealing critical subjectivity, emerging from affective, embodied experience, as prerequisite to critical reflection and presenting unitive discourse, over rational discourse, as a more viable, generative path to transformations of "being." Throughout, I consider how the urgent need to develop deeper understanding around participatory feeling, in particular, relates to complex global issues like the ongoing struggle against racism and for environmental and human rights. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01