Toward a critical pedagogy of crisis.

Autor/inn/en	Eschenbacher, Saskia; Fleming, Ted
Titel	Toward a critical pedagogy of crisis.
Quelle	In: European journal for Research on the Education and Learning of Adults, 12 (2021) 3, S. 295-309Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:23581 10.3384/rela.2000-7426.3337
URN	urn:nbn:de:0111-pedocs-235819
Schlagwörter	Kritische Pädagogik; Erfahrung; Lernen; Lerntheorie; Transformation; Erwachsenenbildung; Krise; Mezirow, Jack; Negt, Oskar
Abstract	Crises in our society - climate, covid-19 and mass migration - seem to define not only the experience of learning but also the experience of living and even surviving that in turn have implications for adult learning. We explore the concept of experience and examine whether it plays a role in addressing the need for transformative learning. Our allies in this task are Oskar Negt from the Frankfurt School tradition, L. A. Paul from a philosophical tradition and René Arcilla. Negt is useful for rethinking the role of experience in pedagogy. Paul helps identify the not-knowing aspect of our current experience and our inability to imagine how decisions translate into one's way of living and being in the world. Arcilla emphasises the importance of keeping conversations going. Jack Mezirow's transformation theory (relying on Habermas) informs the understanding of adult learning and how we can transform our way of being and living while facing experiences of crises and disorientation. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/1