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Toward a critical pedagogy of crisis
SourceEuropean journal for Research on the Education and Learning of Adults 12 (2021) 3, S. 295-309 ZDB
Document  (454 KB)
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Keywords (German)
Document typeArticle (journal)
ISSN2000-7426; 20007426
Year of creation
review statusPeer-Reviewed
Abstract (English):Crises in our society – climate, covid-19 and mass migration – seem to define not only the experience of learning but also the experience of living and even surviving that in turn have implications for adult learning. We explore the concept of experience and examine whether it plays a role in addressing the need for transformative learning. Our allies in this task are Oskar Negt from the Frankfurt School tradition, L. A. Paul from a philosophical tradition and René Arcilla. Negt is useful for rethinking the role of experience in pedagogy. Paul helps identify the not-knowing aspect of our current experience and our inability to imagine how decisions translate into one’s way of living and being in the world. Arcilla emphasises the importance of keeping conversations going. Jack Mezirow’s transformation theory (relying on Habermas) informs the understanding of adult learning and how we can transform our way of being and living while facing experiences of crises and disorientation. (DIPF/Orig.)
other articles of this journal
Date of publication03.11.2021
CitationEschenbacher, Saskia; Fleming, Ted: Toward a critical pedagogy of crisis - In: European journal for Research on the Education and Learning of Adults 12 (2021) 3, S. 295-309 - URN: urn:nbn:de:0111-pedocs-235819 - DOI: 10.25656/01:23581; 10.3384/rela.2000-7426.3337
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