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Fostering Transformative Learning in Non-Formal Settings: Farmer-Field Schools in East Africa
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Taylor, Edward W.; Duveskog, Deborah; Friis-Hansen, Esbern – International Journal of Lifelong Education, 2012
The purpose of this study was to explore the practice of Farmer-Field Schools (FFS) theoretically framed from the perspective of transformative learning theory and non-formal education (NFE). Farmer-Field Schools are community-led NFE programs that provide a platform where farmers meet regularly to study the "how and why" of farming and…
Descriptors: Foreign Countries, Transformative Learning, Learning Theories, Nonformal Education
An Update of Transformative Learning Theory: A Critical Review of the Empirical Research (1999-2005)
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Taylor, Edward W. – International Journal of Lifelong Education, 2007
The last significant review of research about transformative learning was in 1998 and was mostly focused on unpublished dissertations. In response, this paper reviews an exhaustive body of research conducted since that time, involving 40 studies, published in peer-review journals with a lens of analysis of new findings and insights on…
Descriptors: Learning Theories, Doctoral Dissertations, Transformative Learning, Meta Analysis
The Relationship between the Prior School Lives of Adult Educators and Their Beliefs about Teaching Adults.
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Taylor, Edward W. – International Journal of Lifelong Education, 2003
Early school experiences of 16 adult educators indicated that past positive teacher models mirrored present concepts of ideal teachers and of themselves as teachers. Conceptions of themselves as students, formed in early experiences, influenced expectations of adult students. Teaching beliefs seem rooted in childhood or adolescent experiences and…
Descriptors: Adult Education, Adult Educators, Beliefs, Educational Attitudes
Rising to the Occasion: Publishing Diversity-Focused Scholarship in Adult Education.
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Taylor, Edward W.; Angelique, Holly; Kyle, Ken – International Journal of Lifelong Education, 2003
Content analysis of peer reviews of 42 diversity-focused journal submissions (majority rejected) resulted in four themes: (1) reviewers often requested clarification of terms; (2) they cited what they considered author biases; (3) they applied instrumental and disciplinary constraints; and (4) they displayed goodwill, discomfort, or biases on…
Descriptors: Adult Education, Content Analysis, Criticism, Diversity
Transformative Learning Theory: A Neurobiological Perspective of the Role of Emotions and Unconscious Ways of Knowing.
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Taylor, Edward W. – International Journal of Lifelong Education, 2001
Describes from a neurobiological perspective the interdependence of emotion and reason. Examines the contribution of implicit memory to unconscious cognitive processes. Explores the implications of emotion and implicit memory for transformative learning. (Contains 64 references.) (SK)
Descriptors: Cognitive Processes, Learning Theories, Memory, Multiple Intelligences