scholarly journals Pour une conception rythmique des apprentissages transformateurs

Phronesis ◽  
2018 ◽  
Vol 7 (3) ◽  
pp. 43-52
Author(s):  
Miche Alhadeff-Jones
Keyword(s):  
Jack Mezirow

En prenant appui sur la théorie de l’apprentissage transformateur (TAT), développée par Jack Mezirow aux États-Unis, cet article propose une réflexion sur les temporalités qui caractérisent les processus de transformation, susceptibles d’être promus ou accompagnés en formation d’adultes. La réflexion proposée s’articule en trois temps. Premièrement, les fondements de la TAT sont énoncés de manière à situer leur pertinence en formation d’adultes. Ces apports sont repris afin de problématiser la manière dont on conçoit les temporalités impliquées dans un processus de transformation, et plus spécifiquement la nature à la fois continue et discontinue d’un tel processus. Finalement, l’apprentissage transformateur est envisagé à partir d’une perspective rythmologique, démontrant l’intérêt de développer une approche centrée sur les rythmes constitutifs des transformations vécues tout au long de la vie.

scholarly journals Editors’ Introduction to the Special Issue of the Journal of Transformative Education on Assessing Transformative Learning

2021 ◽  
Vol 19 (4) ◽  
pp. 295-305
Author(s):  
Kris Acheson ◽  
John M. Dirkx
Keyword(s):  
Adult Education ◽  
Transformative Learning ◽  
Postsecondary Education ◽  
Cultural Context ◽  
Transformative Education ◽  
Special Issue ◽  
Jack Mezirow ◽  
Education Community ◽  
Definition Of ◽  
Over 40 Years

Over 40 years ago, Jack Mezirow introduced the idea of transformative learning (TL) to the adult education community. Representing a profound shift in how one thinks and feels about one’s self and the socio-cultural context in which one is embedded, transformative learning has since evolved to reflect numerous theoretical lenses and its framework continues to be extended and elaborated. As TL theory expands within different contexts and across different disciplines, particularly within postsecondary education, the term transformative learning is often employed with scant connection to the theoretical framework in which it was initially grounded. Learners and educators alike frequently describe learning experiences as transformative, yet little consensus exists around a definition of transformative leaning However, if the field is to continue to evolve theoretically, we cannot accept these claims of transformation at face value. The phenomenon must be measured in some manner. The field continues to struggle with several perennial issues related to assessment. This special issue of the Journal of Transformative Education seeks to address the need to wrestle with these underlying theoretical and conceptual issues by critiquing the state of the field, introducing new approaches to operationalizing the phenomenon, and advancing new trajectories for research. We approach this charge through two major threads explored through eight papers that represent Methodological Innovations and Cases of Methodological Application. We close this introduction to the Special Issue with key themes represented in the eight papers and recommendations for addressing the challenges of assessing the processes and outcomes of transformative learning.

Adult Learning Principles as the Foundation for Innovative Technology Applications in Business and Higher Education Venues

2010 ◽  
pp. 136-152
Author(s):  
Judith Parker
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Innovative Technology ◽  
Global Business ◽  
Jack Mezirow ◽  
Use Of Technology ◽  
Technology Applications ◽  
Learning Principles

As Web 2.0 surfaces as the latest trendy phrase in education and technology discussions, it is imperative that instructors not get caught up in the glamour of the latest technology and loose sight of the required andragogical underpinnings necessary for effective and efficient teaching and learning. This chapter will begin by exploring the major theories and theorists in the field of adult education and the meshing of these theories with technology applications in higher education and global business venues. While Malcolm Knowles is credited with popularizing adult learning theory in the 1970’s, Stephen Brookfield, Jack Mezirow, Maxine Greene and Knud Illeris are among those who have moved the field forward over the past decades. Along with this progression in theory, the use of technology has escalated in popularity creating a need to frame its application in the foundational principles of adult education; an “Andragogy 2.0” focus is required. This chapter will expand on this theoretical base by offering short case studies that are linked to the theories as examples of innovative strategic approaches in the use of technology in adult teaching and learning.

Illuminating Transformative Learning/Assessment: Infusing Creativity, Reciprocity, and Care Into Higher Education

2021 ◽  
pp. 154134462110451
Author(s):  
Michelle Searle ◽  
Claire Ahn ◽  
Lynn Fels ◽  
Katrina Carbone
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Narrative Inquiry ◽  
Learning Assessment ◽  
Process Of Change ◽  
Self Reflection ◽  
Jack Mezirow ◽  
The World ◽  
Holistic Assessment ◽  
The Individual

In this article, the authors speak to the paradox of assessing transformative learning (TL) in higher education. TL theory, developed by Jack Mezirow, is a theory of learning to describe the process of change in how individuals view the world based on previous experiences. Recognizing that the 10 phases of Mezirow’s TL theory are fluid and intertwined, three prominent aspects resonated within the individual narratives: the importance of a disorienting dilemma, the qualities of self-reflection, and liberatory actions. By exploring the complexities, challenges, and possibilities encountered in their classrooms, the shared narratives reveal how students were engaged in TL and embedded within are holistic assessment processes the authors enacted with learners. Throughout this dialogical narrative inquiry focused on assessment, the authors underwent their own TL in the presence of each other, confessing uncertainties and vulnerabilities, thus showcasing the potential to transform understanding with and through reciprocal learning.

KECERDASAN VERBAL DALAM PERSPEKTIF AL-QUR’AN

2021 ◽  
Vol 10 (1) ◽  
pp. 39-46
Author(s):  
Nur Arfiyah Febriani ◽  
Sri Tuti Rahmawati
Keyword(s):  
Transformative Learning ◽  
Qualitative Method ◽  
Verbal Communication ◽  
Local Culture ◽  
Howard Gardner ◽  
Verbal Intelligence ◽  
Verbal Expression ◽  
Jack Mezirow ◽  
Communication Needs ◽  
Interpretation Method

The conclusions of this dissertation are: Verbal intelligence from the perspective of the Koran carries a transcendental transformative informative theory. This is based on the qaul (verbal) expression which is informative which means ensuring the meaning of the message reaches the communicant, with several types of expressions, such as: 1. Qaul Maisûr/phrases that are easy to understand, 2. Qaul Baligh/phrases whose message is conveyed, and; 3. Qaul Ma'ruf /expressions with attention to local culture. As for Qaul which is transformative, which means speech that is able to change the communicant to the understanding and application of Islamic teachings which is better used by the Koran with the words: 1. Qaul Sadîd /words/words that are on target, 2. Qaul Ahsan/speech or the best words, 3. Qaul Tsâbit/strong and lasting speech, 4. Qaul Layyin/uangkap who is gentle, 5. Qaul Thayyib/good expressions or speech (diction is not dirty), and; 6. Qaul Salâm/expressions or sayings that are full of peace. Qaul that is transcendental is Qaul al-Haqq/haqq speech (based on Islamic texts), namely: 1. Qaul Fashl /words from wise thoughts to reveal what is haqq and what is falsehood, 2. Qaul Tsâqil /yang means heavy utterances that are full of divine values, 3. Qaul Râdhiyan/sayings or expressions that are blessed by Allah, 4. Qaul 'Adzim words or expressions of great value with Allah, and 5. Qaul Karîm: sayings or words that are noble. This dissertation also reveals that the purpose of transformation in verbal communication can be realized if there is an interrelation between communicators (Surat ar-Rahman/55: 4), methods (Surat an-Nahl/16: 125), material (Surat al-Isra '/17: 36) and the communicants (Surat an-Nisa '/4: 164).The theory of verbal intelligence from the perspective of the Koran is an interrelation theory that combines the informative theory introduced by Claude Shannon (1948) and the transformative theory introduced by (Jack Mezirow (1978), "transformative learning refers to the process in which a person changes the accepted framework. able to change emotionally, and reflectively so that it can generate confidence in thinking and implemented in the form of action. Verbal intelligence with transcendental transformative informative theory in this dissertation is different from the opinion of Henry H. Calero (2005) who is more concerned with actions than words, as well as with Howard Gardner. This dissertation uses a qualitative method, while the method of interpretation used in this dissertation is the thematic interpretation method (maudhu'i). This method was chosen because it can reveal the perspective of the Koran regarding verbal intelligence that is adaptive to contemporary communication needs

Transformative Learning

2011 ◽  
pp. 913-917
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Transformative Learning ◽  
Continuing Education ◽  
Columbia University ◽  
Emeritus Professor ◽  
Adult And Continuing Education ◽  
Teachers College ◽  
Jack Mezirow ◽  
Adult And Continuing

Mention of transformative learning immediately reminds scholars and learners of its chief proponent, Jack Mezirow, who is Emeritus Professor of Adult and Continuing Education, Teachers College, Columbia University, Former Chairman, Department of Higher and Adult Education, and Director for Adult Education. It was Mezirow who popularized the theory of transformative learning in the early 1980s. Mezirow’s theory is such that individuals’ meaning perspectives are transformed through a process of construing and appropriating new or revised interpretations of the meaning of an experience as a guide to awareness, feeling, and action (Jarvis, 2002, p. 188). Later, scholars such as Cranton and King, expanded this theory of transformative learning by publishing two more books in this area. Cranton (1994) published a book titled Understanding and Promoting Transformative Learning. King (2005) published another titled Bringing Transformative Learning to Life. Both books, including Mezirow’s original books, have greatly enhanced the theory in the field of adult learning.

The Role of Information Communication Technologies in Enriching Adult Education Theory Building

2010 ◽  
pp. 1-16
Author(s):  
Judith Parker
Keyword(s):  
Adult Education ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Theory Building ◽  
Jack Mezirow ◽  
Education Theory ◽  
History Of ◽  
History Of Adult Education ◽  
The Impact

Communication technology has influenced every aspect of our personal and professional lives. Yet, much of the literature on this influence focuses on the impact it has had on our actions and on the practice of teaching and learning. Little has addressed the impact of communication technology on the theory building in the field of adult education. How has it influenced the movement forward of the field itself? How has it changed the communication among professionals and between professionals and students? It has been almost 100 years since Adult Education made its entry into the arena of professions and fields of study. In recent decades, Malcolm Knowles is credited with popularizing adult learning theory, yet Stephen Brookfield, Jack Mezirow, Maxine Greene and Knud Illeris are among those who have moved the field forward. Along with this progression in theory, the utilization and sophistication of communication technology has escalated. This chapter will focus on the influence of communication technology throughout this history of adult education, particularly its influence on communities of learning and communities of practice for the experienced and the emerging adult educational professional and how it might enrich the future of the profession.

scholarly journals Uudistuvan oppimisen lähestymistapoja

1995 ◽  
Vol 15 (3) ◽  
pp. 214-215
Author(s):  
Kirsi-Marja Varjokorpi
Keyword(s):  
Jack Mezirow

Uudistava oppiminen. Kriittinen reflektio aikuiskoulutuksessa, Jack Mezirow & al., Helsinki (1995)

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