Critical Theory and Transformative Learning: Rethinking the Radical Intent of Mezirow's Theory

Autor/in	Fleming, Ted
Titel	Critical Theory and Transformative Learning: Rethinking the Radical Intent of Mezirow's Theory
Quelle	In: International Journal of Adult Vocational Education and Technology, 9 (2018) 3, S.1-13, Artikel 1 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-8607
DOI	10.4018/IJAVET.2018070101
Schlagwörter	Critical Theory; Transformative Learning; Learning Theories; Reflection; Democracy; Role of Education; Adult Learning + Suchen Sie Ihr Suchwort? Kritische Theorie; Pädagogische Transformation; Learning theory; Lerntheorie; Demokratie; Bildungsauftrag; Adulte education; Adult training; Erwachsenenbildung
Abstract	Mezirow relies on the critical theory of Habermas to give his theory of transformative learning rigor. Yet critiques persist and focus on whether the theory has an adequate understanding of the social dimension of learning and whether it is overly rational. This article addresses these issues and explores relevant ideas from Habermas and Honneth. Critical theory has evolved and Honneth's theory of recognition has implications for transformative learning. Following the communicative turn of Habermas, Honneth makes recognition and freedom key concepts that contribute to developing transformative learning theory. Intersubjectivity and recognition become the necessary preconditions for critical reflection, discourse, democracy and transformative learning. Freedom is also reconfigured and these ideas address the main critiques of transformation theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01