An Ecology of Transformative Learning: A Shift from the Ego to the Eco

Autor/inn/en	Bainbridge, Alan; Del Negro, Gaia
Titel	An Ecology of Transformative Learning: A Shift from the Ego to the Eco
Quelle	In: Journal of Transformative Education, 18 (2020) 1, S.41-58 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bainbridge, Alan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/1541344619864670
Schlagwörter	Genetics; Transformative Learning; Epistemology; Psychiatry; Anxiety; Family Relationship; Interpersonal Relationship; Drug Use; Environment; Consciousness Raising; Ecology; Wildlife; Environmental Education; Mental Health; Therapy; Mental Disorders; Personal Narratives + Suchen Sie Ihr Suchwort? Humangenetik; Pädagogische Transformation; Erkenntnistheorie; Psychiatrie; Angst; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Drug consumption; Substance abuse; Drogenkonsum; Umwelt; Bewusstseinsbildung; Ökologie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Psychohygiene; Therapie; Mental illness; Geisteskrankheit; Erlebniserzählung
Abstract	This article argues that the phenomenon of a genetic/cultural "adaptive-lag" is both the motive for the human predisposition to engage in transformative learning and the origin of anxiety and associated ego-defences that mitigate against the likelihood of transforming epistemic assumptions. Dodds' (2011) ecopsychoanalytic interpretation of Winnicott's concept of a holding environment provides the conditions to reduce the impact of ego-defences by containing anxiety and therefore supporting the transformation of epistemic assumptions. Such holding environments are conceived to extend from intimate familial and social relationships to include wider ecological interconnectedness. Narratives, literature, and evidence from clinical psychedelic drug studies highlight how an increased sensitivity towards the natural nonhuman world diminishes ego-defences, enhancing the possibility for transformative learning. The implications for educational settings are that complex and difficult learning should not be ameliorated and that conditions enabling learners to recognize and manage their own anxieties will enhance epistemic transformation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01