Towards a Critical Theory of Adult Learning/Education: Transformational Theory and Beyond.

Autor/inn/en	Wilson, Arthur L.; Kiely, Richard C.
Titel	Towards a Critical Theory of Adult Learning/Education: Transformational Theory and Beyond.
Quelle	(2002), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Education; Adult Learning; Adult Students; Andragogy; Critical Thinking; Educational Research; Educational Researchers; Educational Theories; Experiential Learning; Learning Strategies; Learning Theories; Lifelong Learning; Literature Reviews; Postsecondary Education; Power Structure; Social Environment; Teacher Role; Teacher Student Relationship; Transformative Learning + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Andragogics; Andragogik; Kritisches Denken; Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Educational theory; Theory of education; Bildungstheorie; Experiental learning; Erfahrungsorientiertes Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie; Life-long learning; Lebenslanges Lernen; Post-secondary education; Tertiäre Bildung; Soziales Umfeld; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Pädagogische Transformation
Abstract	Empirical research on adult learning conducted by Jack Mezirow in the 1970s was revolutionary and groundbreaking and contributed to the creation of a critical theory of adult learning. His influence has remained at the forefront of adult education theory for over two decades. It is timely to consider whether other empirical research has contributed in like manner to the field of adult learning. A selective review of transformational literature suggested that little innovation equal to the significance of Mezirow's work has occurred. Although empirical studies have added to the field's understanding of different aspects of transformational learning, most have only re-worked or tinkered with Mezirow's pioneering studies. Significant issues that require continued attention in constructing a critical theory of adult learning/education are the following: (1) a conceptual understanding of self-society relations; (2) greater understanding of the role of power in the interaction between teacher and adult learner; and (3) a lessening of the mechanism of "dialog" in critical adult learning. (Included is one table that compares Mezirow's key points with those of these four contemporary researchers: Stephen Brookfield, M. Hart, E. Tisdell, M. Welton. The bibliography lists 23 references). (AJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC