ERIC Number: EJ810857
Record Type: Journal
Publication Date: 2008-Jun
Abstractor: As Provided
Reference Count: 24
Existential Being as Transformative Learning
Walters, David A.
Pastoral Care in Education, v26 n2 p111-118 Jun 2008
In some ways, "a culture of the modern consulting room" may be seen as having been initiated by Freud and followers. Here, social hierarchy, unconscious motivation and the authority of analyst may all be seen as manifestations of professional practice. With the contributions of Heidegger, Kierkegaard, May, Adler, Rogers and others of the existential and humanistic schools, it is argued that "transformative learning" serves as a vehicle to "being". It is not that the classroom "becomes" a consulting room. Rather, it is suggested that the change and transformation of "self" and "being" ("Dasein") are accompaniments of deep, relational learning. As such, they rightly occupy the activities of both classroom and consulting room. Far from being an abstract or irrelevant notion, the "existential classroom" diverges radically from any lack of focus or neglect of "subjectivity". Neither is it a "place apart", as Freud would have it. The learning relationship itself furnishes a model of conviction for all who "see"; an expression of trust, symbol for community, and the way to Kierkegaard's notion of self-defining freedom.
Descriptors: Theory Practice Relationship, Transformative Learning, Educational Philosophy, Humanistic Education, Learning Processes, Learning Theories, Epistemology, Educational Environment, Foreign Countries
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom