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Title
A theory in progress? Issues in transformative learning theory
Authors
SourceEuropean journal for Research on the Education and Learning of Adults 4 (2013) 1, S. 33-47 ZDB
Document  (375 KB)
License of the document In copyright
Keywords (German)
sub-discipline
Document typeArticle (journal)
ISSN2000-7426; 20007426
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):The scholarship about transformative learning theory has continued to grow exponentially, although much of the research is redundant with a deterministic emphasis while overlooking the need for more in-depth theoretical analysis. Explanations for this oversight are numerous, including a failure to ground research in primary sources, an over-reliance on literature reviews of transformative learning, lack of critique of original research; marginal engagement in positivist and critical research paradigms, and a lack of involvement in transformative learning by European adult education scholars. In order to stimulate theoretical development, this paper discusses five specific issues that will hopefully provoke further discussion and research. They include the role of experience, empathy, the desire to change, the theory's inherently positive orientation, and the need for research involving positivist and critical approaches. (DIPF/Orig.)
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Date of publication25.04.2013
CitationTaylor, Edward W.; Cranton, Patricia: A theory in progress? Issues in transformative learning theory - In: European journal for Research on the Education and Learning of Adults 4 (2013) 1, S. 33-47 - URN: urn:nbn:de:0111-opus-77056 - DOI: 10.25656/01:7705; 10.3384/rela.2000-7426.rela5000
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