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 10
... skills . The educator speaks of covering the material , and the learners see themselves as gaining knowl- edge or skills . Subject - oriented learning has long been the fo- cus of college and university education ( see Banta and Associ ...
... skills . The educator speaks of covering the material , and the learners see themselves as gaining knowl- edge or skills . Subject - oriented learning has long been the fo- cus of college and university education ( see Banta and Associ ...
Page 11
... skills specific to a managerial position in that organization . The un- dergraduate student of history , sociology ... skills as demonstrated by the expert educator , practices those skills , and achieves some competency in reproducing ...
... skills specific to a managerial position in that organization . The un- dergraduate student of history , sociology ... skills as demonstrated by the expert educator , practices those skills , and achieves some competency in reproducing ...
Page 168
... Skills " was a required course - he figured he had plenty of life skills already and , even if he did not , he could not see what that had to do with learning welding . To make matters worse , the Life Skills teacher was a woman who was ...
... Skills " was a required course - he figured he had plenty of life skills already and , even if he did not , he could not see what that had to do with learning welding . To make matters worse , the Life Skills teacher was a woman who was ...
Contents
The Many Dimensions of Adult Learning | 3 |
Understanding Transformative Learning | 22 |
The Theoretical Context of Transformative | 43 |
Copyright | |
9 other sections not shown
Common terms and phrases
action activities adult education adult learning assumptions awareness become beliefs Brookfield challenge Chapter communicative concept consider course critical reflection critical self-reflection cultural decision describes discourse discussion distorted domain effective emancipatory encourage engage environment epistemic equal examine example expectations experience extraverted feeling fostering function goal important individual influence interaction interest introverted intuitive involves issue journal Jung knowledge lead learner empowerment learners literature manager meaning perspectives meaning schemes Mezirow nature needs objective occur participate perceptions position possible practice preferences premise reflection problem professional psychological questioning rational relationship responsibility result revise role self-directed learning sense situations skills social stimulate strategies style suggest teacher teaching theory thinking tion tive transformative learning underlying understanding validity values writes