Reclaiming the emancipatory potential of adult education: Honneth's critical theory and the struggle for recognition.

Autor/in	Fleming, Ted
Titel	Reclaiming the emancipatory potential of adult education: Honneth's critical theory and the struggle for recognition.
Quelle	In: European journal for Research on the Education and Learning of Adults, 7 (2016) 1, S. 13-24Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
URN	urn:nbn:de:0111-pedocs-120112
Schlagwörter	Transformationsforschung; Erwachsenenbildung; Intersubjektivität; Soziales Lernen; Kritische Theorie; Anerkennung; Emanzipation; Individualismus; Transformation; Soziales Lernen; Individualismus; Kritische Theorie; Emanzipation; Transformation; Erwachsenenbildung; Anerkennung; Intersubjektivität; Orientierungslosigkeit; Honneth, Axel; Honneth, Axel
Abstract	Mezirow's theory of transformative learning built on the learning experiences of nontraditional adult students returning to education and on the critical theory of Habermas, more recently progressed by Honneth. This paper links transformation theory with the work of Honneth who in recent works advances ideas about identity development and freedom that allow us update gaps in transformation theory - that it has an inadequate understanding of the social dimension of learning. A new understanding of 'disorienting dilemma' as a struggle for recognition is suggested. This paper expands our understanding of the emancipatory intent of transformative learning. EU funded empirical research supports this new iteration of the adult learning theory. Implications are drawn for teaching non-traditional students in adult and higher education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/3