Transformative Learning through Mindfulness: Exploring the Mechanism of Change

Autor/in	Morris, Thomas Howard
Titel	Transformative Learning through Mindfulness: Exploring the Mechanism of Change
Quelle	In: Australian Journal of Adult Learning, 60 (2020) 1, S.44-65 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Morris, Thomas Howard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Transformative Learning; Metacognition; Perspective Taking; Attitude Change; Adults; Adult Learning; Motivation; Consciousness Raising; Personality Traits; Lifelong Learning + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zukunftsperspektive; Attitudinal change; Einstellungsänderung; Adulte education; Adult training; Erwachsenenbildung; psychologische; Motivation (psychologisch); Bewusstseinsbildung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Life-long learning; Lebenslanges Lernen
Abstract	Making appropriate perspective transformations as we age is necessary to meet the demands of the rapidly changing conditions within our world. Accordingly, there has been a growing interest in the role of mindfulness in enabling transformations. Still, how mindfulness may facilitate perspective transformations is not well understood. The present paper draws from empirical evidence from psychology and cognitive science to discuss the theoretical possibility that mindfulness may facilitate perspective transformations. A theoretical model is presented that depicts an incremental transformative learning process that is facilitated through mindfulness. Mindfulness affords the adult enhanced attention to their thoughts, feelings, and sensations as they arise in the present moment experience. This metacognitive awareness may moderate the expression of motivational disposition for the present moment behaviour, enabling a more objective assessment of the conditions of the situation. Nonetheless, in accordance with transformative learning theory, an adult would have to become critically aware of and analyse the assumptions that underlie the reasons why they experience as they do in order to convert behaviour change to perspective transformation. Further empirical studies are necessary to test this assumption of the theoretical model presented in the present paper. (As Provided).
Anmerkungen	Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01