Understanding and Promoting Transformative Learning: A Guide for Educators of AdultsPerceptive, provocative, and lucid...Patricia Cranton's clear and careful analysis and her down-to-earth examples of transformative learning concepts move my work significantly closer to the practitioner. Highly recommAnded! --Jack Mezirow, professor emeritus of adult education, Teachers College, Columbia University |
From inside the book
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Page 50
The process of problem solving is examined; the learner stops to think. \ I
Premise reflection takes place when the problem itself is ques- h/iX^C ' tioned.
The apprentice mechanic would ask, Why do I need to learn to operate this
equipment?
The process of problem solving is examined; the learner stops to think. \ I
Premise reflection takes place when the problem itself is ques- h/iX^C ' tioned.
The apprentice mechanic would ask, Why do I need to learn to operate this
equipment?
Page 66
Content reflection and process reflection are depicted as components of
instrumental learning and are the least complex processes. Premise reflection (
emancipatory domain of learning) on meaning perspectives is the most complex
process.
Content reflection and process reflection are depicted as components of
instrumental learning and are the least complex processes. Premise reflection (
emancipatory domain of learning) on meaning perspectives is the most complex
process.
Page 68
(premise reflection, psychological meaning perspective). And finally, the learner
may examine media reports and the social context of the issue. He may ask such
questions as What language are the media using? What is the social relevance ...
(premise reflection, psychological meaning perspective). And finally, the learner
may examine media reports and the social context of the issue. He may ask such
questions as What language are the media using? What is the social relevance ...
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Contents
The Many Dimensions of Adult Learning | 3 |
Understanding Transformative Learning | 22 |
The Theoretical Context of Transformative | 43 |
Copyright | |
6 other sections not shown
Common terms and phrases
action activities adult education adult learning awareness beliefs Brookfield 1987 cator challenge Chapter concept consciousness-raising constructivism constructivist consumer-oriented learning course critical questioning critical reflection critical self-reflection critical thinking cultural decision describes discussion distorted assumptions domains of learning educa educator and learner educator roles educator's emancipatory learning encourages learners engage in critical epistemic meaning perspectives epistemic perspectives example experience expertise explicit formative learning function Habermas Habermas's ical individual differences interaction interest intuitive type journal Jung knowledge lead learner empowerment learner group learning process literature locus of control mative learning meaning schemes Mezirow participate perceptions personal power position power premise reflection process reflection profes psychological type relationship revise self-concept self-directed learning sensing type skills sociolinguistic meaning perspectives spective strategies sumptions theory of practice thinking types tion tive trans transformative learning theory transformative theory type theory underlying understanding writes
Bibliographic information
| Title | Understanding and Promoting Transformative Learning: A Guide for Educators of Adults Jossey-Bass higher and adult education series |
| Author | Patricia Cranton |
| Publisher | Wiley, 1994 |
| Original from | the University of Michigan |
| Digitized | Nov 3, 2008 |
| ISBN | 0787900176, 9780787900175 |
| Length | 272 pages |
| Subjects | › Education / General |
| Export Citation | BiBTeX EndNote RefMan |