Learning as Transformation: Critical Perspectiveson a Theory in Progress
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More About This Title Learning as Transformation: Critical Perspectiveson a Theory in Progress
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"Provocative and illuminating, this book is a must read for adult educators seeking to understand and facilitate transformational learning. It showcases a stellar group of authors who not only engage each other and the reader in constructive discourse, but who also model the heart of the transformational learning process."
--Sharan B. Merriam, Department of Adult Education, University of Georgia
This volume continues the landmark work begun by Jack Mezirow over twenty years ago--revealing the impact of transformative learning on the theory and practice of adult education. Top scholars and practitioners review the core principles of transformation theory, analyze the process of transformative learning, describe different types of learning and learners, suggest key conditions for socially responsible learning, explore group and organizational learning, and present revelations from the latest research. They also share real-world examples drawn from their own experiences and assess the evolution of transformative learning in practice and philosophy. Learning as Transformation presents an intimate portrait of a powerful learning concept and invites educators, researchers, and scholars to consider the implications of transformative learning in their own professional work.
--Sharan B. Merriam, Department of Adult Education, University of Georgia
This volume continues the landmark work begun by Jack Mezirow over twenty years ago--revealing the impact of transformative learning on the theory and practice of adult education. Top scholars and practitioners review the core principles of transformation theory, analyze the process of transformative learning, describe different types of learning and learners, suggest key conditions for socially responsible learning, explore group and organizational learning, and present revelations from the latest research. They also share real-world examples drawn from their own experiences and assess the evolution of transformative learning in practice and philosophy. Learning as Transformation presents an intimate portrait of a powerful learning concept and invites educators, researchers, and scholars to consider the implications of transformative learning in their own professional work.
English
THE EDITOR
Jack Mezirow is emeritus professor of adult and continuing education at Teachers College, Columbia University. His previous books include Transformative Dimensions of Adult Learning, Fostering Critical Reflection in Adulthood, Last Gamble on Education, and others.
English
DEVELOPING CONCEPTS OF TRANSFORMATIVE LEARNING.
Learning to Think Like an Adult: Core Concepts of Transformation Theory (J. Mezirow).
What "Form" Transforms? A Constructive-Developmental Approach to Transformative Learning (R. Kegan).
Inequality, Development, and Connected Knowing (M. Belenky & A. Stanton).
Transformative Learning for the Common Good (L. Daloz).
Transformative Learning as Ideology Critique (S. Brookfield).
FOSTERING TRANSFORMATIVE LEARNING IN PRACTICE.
Teaching with Developmental Intention (K. Taylor).
Individual Differences and Transformative Learning (P. Cranton).
Transformation in a Residential Adult Learning Community (J. Cohen & D. Piper).
Creating New Habits of Mind in Small Groups (E. Kasl & D. Elias).
Organizational Learning and Transformation (L. Yorks & V. Marsick).
MOVING AHEAD FROM PRACTICE TO THEORY.
Analyzing Research on Transformative Learning Theory (E. Taylor).
Theory Building and the Search for Common Ground (C. Wiessner & J. Mezirow).
Learning to Think Like an Adult: Core Concepts of Transformation Theory (J. Mezirow).
What "Form" Transforms? A Constructive-Developmental Approach to Transformative Learning (R. Kegan).
Inequality, Development, and Connected Knowing (M. Belenky & A. Stanton).
Transformative Learning for the Common Good (L. Daloz).
Transformative Learning as Ideology Critique (S. Brookfield).
FOSTERING TRANSFORMATIVE LEARNING IN PRACTICE.
Teaching with Developmental Intention (K. Taylor).
Individual Differences and Transformative Learning (P. Cranton).
Transformation in a Residential Adult Learning Community (J. Cohen & D. Piper).
Creating New Habits of Mind in Small Groups (E. Kasl & D. Elias).
Organizational Learning and Transformation (L. Yorks & V. Marsick).
MOVING AHEAD FROM PRACTICE TO THEORY.
Analyzing Research on Transformative Learning Theory (E. Taylor).
Theory Building and the Search for Common Ground (C. Wiessner & J. Mezirow).
English
"Over the last twenty years, Jack Mezirow has put transformational learning theory on the map, and he continues to stimulate significant intellectual activity in this area. This lively and highly readable book brings together scholars who have embraced Mezirow's theory within the field of adult education and beyond." (Carolyn Clark, associate professor of adult education, Texas A&M University)
"Provocative and illuminating, this book is a must read for adult educators seeking to understand and facilitate transformational learning. It showcases a stellar group of authors who not only engage each other and the reader in constructive discourse, but who also model the heart of the transformational learning process." (Sharan B. Merriam, Department of Adult Education, University of Georgia)
"Learning as Transformation goes to the heart of an age-old dilemma: the link between personal and social change and how we change ourselves to adapt to or challenge the circumstances that surround us." (Mark Tennant, professor of adult education, University of Technology, Sydney)
"Provocative and illuminating, this book is a must read for adult educators seeking to understand and facilitate transformational learning. It showcases a stellar group of authors who not only engage each other and the reader in constructive discourse, but who also model the heart of the transformational learning process." (Sharan B. Merriam, Department of Adult Education, University of Georgia)
"Learning as Transformation goes to the heart of an age-old dilemma: the link between personal and social change and how we change ourselves to adapt to or challenge the circumstances that surround us." (Mark Tennant, professor of adult education, University of Technology, Sydney)
