Philosophy of Being and Becoming: A Transformative Learning Approach Using Threshold Concepts

Autor/inn/en	Natanasabapathy, Puvanambihai; Maathuis-Smith, Sandra
Titel	Philosophy of Being and Becoming: A Transformative Learning Approach Using Threshold Concepts
Quelle	In: Educational Philosophy and Theory, 51 (2019) 4, S.369-379 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Natanasabapathy, Puvanambihai) ORCID (Maathuis-Smith, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2018.1464439
Schlagwörter	Educational Philosophy; Transformative Learning; Concept Formation; Teaching Methods; Information Management; Self Concept; Metacognition; Cognitive Processes; Learning Processes; Information Technology + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Pädagogische Transformation; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Procurement of information; Informationsbeschaffung; Selbstkonzept; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Informationstechnologie
Abstract	Transformation has been the fundamental basis upon which education has always stood, as without transformation in mind, education would seem purposeless and undirected. This would imply that the objective of providing information in education is not just to gain knowledge but to achieve the desired transformation in character or behaviour by applying the knowledge learnt within ourselves. Based on how information is interpreted and managed, the philosophy of information influences our states of being and becoming which have an impact on our understanding of the information world. This paper discusses the philosophical aspects of being and becoming in relation to transformation, and threshold concepts are explored as a means of achieving transformative learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01