Agency: The Force and Compass of Transformation

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Larry Green
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引用次数: 9

Abstract

Mezirow’s theory of transformative learning presupposes agency. Agency is the means by which the limitations of an inadequate meaning perspective are transcended. It is the creative activity necessitated by an encounter with a disorienting dilemma. This implies that transformation cannot be achieved from within the existent meaning perspective. It can only be exercised from outside that constellation of constructs. This depends on the person dissociating from that perspective in order to enter a groundless state where originary thought is possible. In that state, they have access to an impersonal consciousness. That impersonal consciousness, which constructed the problematic meaning perspective, is now utilized for designing a more adequate one. These processes are accompanied by associated affects. For example, anxiety is the affect associated with groundlessness whereas depression with the lack of agency. I suggest that agency arises when the situation demands it and falls away after the dilemma has been addressed.
机构:变革的力量和指南针
梅齐罗的变革性学习理论以能动性为前提。代理是超越意义视角不足的局限性的手段。这是一种因遇到迷失方向的困境而必须进行的创造性活动。这意味着,从存在意义的角度来看,转换是不可能实现的。它只能从结构的星座之外行使。这取决于一个人从那个角度脱离,从而进入一种毫无根据的状态,在这种状态下,原始思想是可能的。在这种状态下,他们可以获得一种非个人的意识。这种非个人意识构建了有问题的意义视角,现在被用来设计一个更合适的视角。这些过程伴随着相关的影响。例如,焦虑是与无根据有关的情感,而抑郁是与缺乏能动性有关的情感。我建议,当情况需要代理时,代理就会出现,而在困境得到解决后,代理就会消失。
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来源期刊
Journal of Transformative Education
Journal of Transformative Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
20.00%
发文量
35
期刊介绍: The Journal of Transformative Education (JTED) is a peer-reviewed, scholarly journal focused on advancing the understanding, practice, and experience of transformative education. The journal seeks to deliver high academic quality in an engaging, thought-provoking, participative, and reflexive discourse across the spectrum of issues which transformational education encompasses. Those issues include individual experience, educational and institutional processes, formal and informal purposes and venues for such education, and cultural issues such as accessibility and social context for transformative education.
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