No Ground: Disorientation as Prerequisite for Transformation

IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH
Larry Green
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引用次数: 4

Abstract

A central concern that TL theory approaches but does not fully address is the process whereby an individual generates a more adequate meaning perspective after shedding an outmoded one. This article complements TL theory’s account with a phenomenological description of the dangers and opportunities encountered on that quest. It employs the concept of liminality to articulate the transitional process that occurs when one has lost the familiar reference points that enabled one to feel at home. It begins to map the journey from disorientation to integration. Between those endpoints lies the liminal zone. Because there is little if any structure in that realm—hence the experience of groundlessness—agency is relatively unfettered in its search for new meaning perspectives. Originary thought that transcends the conventional ways of operating becomes possible. This is culturally significant as our current frameworks lack the potency to respond to the multiple challenges we are facing.
无根据:转型的先决条件是错位
TL理论接近但没有完全解决的一个核心问题是,个体在摆脱过时的意义视角后,产生更充分的意义视角的过程。这篇文章用现象学的描述来补充TL理论的叙述,描述在这一探索中遇到的危险和机遇。它采用了极限的概念来阐明当一个人失去了让人感到宾至如归的熟悉参考点时发生的过渡过程。它开始描绘从迷失方向到融合的旅程。在这些端点之间是临界区。因为在这个领域几乎没有任何结构——因此有了无根据的体验——代理在寻找新的意义视角时相对不受约束。超越传统操作方式的独创思维成为可能。这在文化上具有重要意义,因为我们目前的框架缺乏应对我们面临的多重挑战的能力。
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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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