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Transformative learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self; transformative learning is facilitated through consciously directed processes such as appreciatively accessing and receiving the symbolic contents of the unconscious and critically analyzing underlying ...
Transformative learning theory seeks to explain how humans revise and reinterpret meaning. [43] Transformative learning is the cognitive process of effecting change in a frame of reference. [44] A frame of reference defines our view of the world. The emotions are often involved. [45]
Jack Mezirow (1923 - September 24, 2014) [1] [2] was an American sociologist and Emeritus Professor of Adult and Continuing Education at Teachers College, Columbia University. [ 3 ] [ 4 ] Mezirow received his B.A. and M.A. Degree in Social Sciences and Education from the University of Minnesota , and his Ed.D. Degree in Adult Education from the ...
Critical pedagogy is a philosophy of education and social movement that developed and applied concepts from critical theory and related traditions to the field of education and the study of culture. [1] It insists that issues of social justice and democracy are not distinct from acts of teaching and learning. [2]
Educational psychology is the branch of psychology concerned with the scientific study of human learning.The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning.
Recently, adult education has gained recognition and importance in broader educational policies which emphasise inclusive and equitable education for all. However, there has been a shift towards a narrow focus on vocational skills, undermining the transformative potential of adult education.
The Journal of Transformative Education is a peer-reviewed academic journal that publishes papers four times a year in the field of Education.The journal's editors are Chad Hoggan (North Carolina State University), Fergal Finnegan (National University of Ireland, Maynooth), and Kaisu Mälkki (University of Tampere).
SOTL necessarily builds on many past traditions in higher education, including classroom and program assessment, action research, [3] [4] [5] the reflective practice movement, peer review of teaching, traditional educational research, and faculty development efforts to enhance teaching and learning.