Critiques and evolutions of transformative learning theory

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Lifelong Education Pub Date : 2022-11-02 DOI:10.1080/02601370.2022.2164434

Chad Hoggan, Tetyana Hoggan-Kloubert

引用次数: 1

Abstract

ABSTRACT This article traces three key critiques (insufficient consideration of emotions, insufficient attention to social interaction, and insufficient theoretical foundations) of Mezirow’s theory of transformative learning in the field of adult education, with emphasis on discussions that have played out in the pages of the International Journal of Lifelong Education. This article then shows how these critiques played a larger role in the evolution of the literature of the theory, and then it points to fruitful future directions of theory development.

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变革性学习理论的批判与演进

摘要本文追溯了梅齐罗在成人教育领域的变革性学习理论的三个关键批评（对情感的考虑不足、对社会互动的关注不足和理论基础不足），并重点讨论了《国际终身教育杂志》上的讨论。然后，本文展示了这些批评如何在理论文学的演变中发挥更大的作用，并指出了理论发展的富有成果的未来方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Lifelong Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

27.80%

发文量

期刊介绍： The International Journal of Lifelong Education provides a forum for debate on the principles and practice of lifelong, adult, continuing, recurrent and initial education and learning, whether in formal, institutional or informal settings. Common themes include social purpose in lifelong education, and sociological, policy and political studies of lifelong education. The journal recognises that research into lifelong learning needs to focus on the relationships between schooling, later learning, active citizenship and personal fulfilment, as well as the relationship between schooling, employability and economic development.