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This handbook offers an expanded discourse on transformative
learning by making the turn into new passageways to explore the
phenomenon of transformation. It curates diverse discourses,
knowledges and practices of transformation, in ways that both
includes and departs from the adult learning mainstay of
transformative learning and adult education. The purpose of this
handbook is not to resolve or unify a theory of transformation and
all the disciplinary contributions that clearly promote a living
concept of transformation. Instead, the intent is to catalyze a
more complex and deeper inquiry into the "Why of transformation."
Each discipline, culture, ethics and practice has its own
specialized care and reasons for paying attention to
transformation. How can scholars, practitioners, and active members
of discourses on transformative learning make a difference? How can
they foster and create conditions that allow us to move on to
other, unaddressed or understudied questions? To answer these
questions, the editors and their authors employ the metaphor of the
many turns into passageways to convey the potential of
transformation that may emerge from the many connecting passageways
between, for instance, people and society, theory and practice,
knowledge created by diverse disciplines and fields/professions,
individual and collective transformations, and individual and
social action.
This handbook offers an expanded discourse on transformative
learning by making the turn into new passageways to explore the
phenomenon of transformation. It curates diverse discourses,
knowledges and practices of transformation, in ways that both
includes and departs from the adult learning mainstay of
transformative learning and adult education. The purpose of this
handbook is not to resolve or unify a theory of transformation and
all the disciplinary contributions that clearly promote a living
concept of transformation. Instead, the intent is to catalyze a
more complex and deeper inquiry into the "Why of transformation."
Each discipline, culture, ethics and practice has its own
specialized care and reasons for paying attention to
transformation. How can scholars, practitioners, and active members
of discourses on transformative learning make a difference? How can
they foster and create conditions that allow us to move on to
other, unaddressed or understudied questions? To answer these
questions, the editors and their authors employ the metaphor of the
many turns into passageways to convey the potential of
transformation that may emerge from the many connecting passageways
between, for instance, people and society, theory and practice,
knowledge created by diverse disciplines and fields/professions,
individual and collective transformations, and individual and
social action.
Die Beschaftigung mit der Theorie Transformativen Lernens ist nicht
nur deshalb lohnenswert, weil sie existenzielle
Veranderungsprozesse Erwachsener adressiert. Sie fundiert diese
auch theoretisch im Kontext der Erwachsenenbildung und macht sie
einer empirischen Erforschung zuganglich. Ihre aktuelle
Diskussionslage ist jedoch in Teilen defizitar. Dieses Buch
konstruiert systematisch kritisch Begrifflichkeiten, theoretische
Konstrukte und Grundannahmen der Theorie nach Mezirow fur den
deutschsprachigen Leserkreis. Der Fokus liegt hierbei auf Mezirows
Rezeption der Arbeiten von Habermas. Die Autorin legt
Inkonsistenzen und Widerspruche frei, identifiziert dem Ansatz
inharente Leerstellen und arbeitet Moeglichkeiten einer
Weiterentwicklung Transformativen Lernens heraus.
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