Transformative Learning in Adults
Adult learners desire more than just knowledge and resist academic teachings strategies such as notes memorization and examinations. They desire something more than just what is offered in the classrooms- the learning goes beyond content knowledge acquisition, or learning equations, learning historical facts and data. It is a desirable process for adults to learn to think for themselves, through true emancipation from sometimes mindless or unquestioning acceptance of what we have come to know through our life experience, especially those things that our culture, religions, and personalities may predispose us towards, without our active engagement and questioning of how we know what we know.
In this paper therefore we are going to review articles relating to transformative learning in adults so that we can have a grasp of the issue. Transformative learning is the kind of learning we do as we make meaning of our lives. (Hill, 2001) It is a very important and popular topic in the adult education because it doesn't just involve classroom learning- it involves learning about our lives. This is important because as adults, the meaning making process can change everything about how we look at work, family and the world. In general terms, what we are looking at here is an adult education based theory that suggests ways in which adults make meaning of their lives.
Mezirow, (1991came from a humanistic orientation and believed than self- actualization was the prime objective of adult learning, and the mission of the educators was to assist adult learners to develop and achieve their full potential as emotional, psychological, an intellectual beings. Indeed experimental evidence has shown that adults require being equipped with more knowledge outside the classroom setting to have an all-round understanding of the world
Primary literature articles have shown that adult education...
They are also learning new ideologies that transform their perspectives and broaden their viewpoints to gain a greater sense of understanding and awareness of the values of their jobs and how they subsequently change them as people -- which is the very essence of transformative learning. The proclivity for those who are in increasingly higher levels of education, particularly those in graduate school as opposed to undergraduate school to demonstrate
He attempts to show that this concept has emerged and is slowly developing in adult education to an extent that it has attracted both researchers and practitioners in the field. Actually, the author's main goal is to provide better understanding of the complexity of transformative learning through summarizing its main theoretical views in the field of adult learning. Generally, there are several adult learning theories that basically provide insights and
Abdelsayed, L. M., Bustrum, J. M., Tisdale, T. C., Reimer, K. S., & Camp, C. A. (2013). The impact of personality on God image, religious coping, and religious motivation among Coptic Orthodox priests. Mental Health, Religion & Culture, 16(2), 155-172. doi:10.1080/13674676.2011.652604 The authors of this article show how intrinsic motivation is linked to personality characteristics among priests in the Coptic Orthodox tradition. Using a sample of 75 Orthodox priests, all of
learning can be categorized into three distinct groups: behaviorism, cognitivism, and constructivism. Behaviorism refers to the student's interaction with the environment and focuses on the external aspects of learning and on that which encourages learning such as positive reinforcement on the one hand and punishment on the toehr. Cogntivism, on the other hand, focuses on attitudes, motivation, and ideas and refers to the brain's interaction with the academic environment
E. The adult learners are always encouraged to understand why they need to study or learn a certain aspect, what can be its various potential categories and how it can be applied with minor adjustments in different scenarios. Furthermore, the andragogic learning processes encourage that the adult learner is an independent and self-dependent thinker and is able to draw in the previous experiences whenever required. Andragogic learning also encourages the
For countries such as the U.S. And France, these needs can be reasonably expected to relate to the respective national cultures involved. For instance, in their book, Education in France, Corbett and Moon (1996) report, "An education system needs to justify itself constantly by reference to the values which underpin a nation's culture. In a democracy it is expected to transmit a range of intellectual, aesthetic and moral values
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