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ERIC Number: ED442989
Record Type: Non-Journal
Publication Date: 2000-Aug-2
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Fostering Transformative Learning in the Adult Education Classroom: A Review of the Empirical Studies.
Taylor, Edward W.
The practice of fostering transformative learning was reviewed from an empirical perspective. In the literature, much support was found for Mezirow's ideals for promoting rational discourse and critical reflection, two of the three interrelated components he identified as central to the process of fostering transformational learning. Other factors of equal importance were identified, including fostering group ownership and individual agency; providing intense shared experiential activities; developing an awareness of personal and social contextual influences; promoting value-laden course content; capitalizing on the interrelationship of critical reflection and affective learning; and recognizing the demand of time. These significant concerns that warrant serious discussion and future research emerged from the review: the challenge of establishing authentic and helping relationships with students in the classroom when fostering transformative learning; the challenge of engaging and promoting affective learning; the need for clarification of what is unique about fostering transformative learning; the lack of understanding about transformative learning's impact on student learning; and the ethical issue of fostering transformative learning in the adult higher education classroom. (Contains 36 references.) (YLB)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A