Imagination & Transformative Learning.

Autor/in	Loughlin, Kathleen A.
Titel	Imagination & Transformative Learning.
Quelle	(1994), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Attitude Change; Change Agents; Cognitive Structures; Consciousness Raising; Educational Change; Educational Improvement; Females; Imagination; Self Concept; Self Determination; Social Cognition; Student Motivation; Transformative Learning; Values Clarification; Womens Education; Womens Studies + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Attitudinal change; Einstellungsänderung; Cognitive structure; Kognitive Struktur; Bewusstseinsbildung; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Weibliches Geschlecht; Selbstkonzept; Selbstbestimmung; Soziale Kognition; Schulische Motivation; Pädagogische Transformation; Wertbewusstsein; 'Women''s education'; Frauenbildung
Abstract	Research was conducted to gain insight into both the facilitators of consciousness-raising and the nature of this emancipatory process. Consciousness-raising was defined as a transformation of consciousness in which individuals experience critical reflection and action that develops a deepened consciousness of their situation leading them to understand that situation as a historical reality that can be changed. The sample consisted of 24 white middle-class women who had experienced a transformation of consciousness related to women's issues and were acting for structural change of society through communications, politics, religion, or education. The women were identified through books and journals and networking. Data gathered through open-ended interviews suggest that for these women the primary transformative learning within Consciousness-raising was learning to center their knowing process within their own experience. This process occurred through an envisioning process as a factor in change agents' commitment to act for social change. The primary learning these women experienced was a transformation of themselves as knowers. They spoke of previously being alienated in their knowing and assuming a passive role by internalizing others' definitions of reality. They changed this perception primarily through discussion with other women and began to take a more active role in their own lives. The implications of the findings for educational practice include the importance of attending to the primacy of experience, the diversity of knowing, and the exercise of imagination and choice to design learning experiences that are relevant to learners. (Contains 14 references.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01