Critiques and Evolutions of Transformative Learning Theory

Autor/inn/en	Hoggan, Chad; Hoggan-Kloubert, Tetyana
Titel	Critiques and Evolutions of Transformative Learning Theory
Quelle	In: International Journal of Lifelong Education, 41 (2022) 6, S.666-673 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2022.2164434
Schlagwörter	Criticism; Learning Theories; Transformative Learning; Adult Education; Lifelong Learning; Periodicals; Journal Articles; Interpersonal Relationship; Educational Theories; Emotional Response + Suchen Sie Ihr Suchwort? Kritik; Learning theory; Lerntheorie; Pädagogische Transformation; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Life-long learning; Lebenslanges Lernen; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Journal article; Zeitschriftenaufsatz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Educational theory; Theory of education; Bildungstheorie; Emotionales Verhalten
Abstract	This article traces three key critiques (insufficient consideration of emotions, insufficient attention to social interaction, and insufficient theoretical foundations) of Mezirow's theory of transformative learning in the field of adult education, with emphasis on discussions that have played out in the pages of the "International Journal of Lifelong Education." This article then shows how these critiques played a larger role in the evolution of the literature of the theory, and then it points to fruitful future directions of theory development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01