Learning as Transformation: Critical Perspectives on a Theory in Progress

In 1978, Jack Mezirow introduced the concept of transformative learning in his groundbreaking study of women who returned to community college to continue their education. As their understanding of personal, cultural, and social histories grew, so did the students′ ability to modify their assumptions and expectations of learning. Since that time, transformative learning has inspired a significant body of research and theory. This volume continues the work begun over twenty years ago—revealing the impact of transformative learning on the theory and practice of adult education.
Fifteen of the field′s top scholars and practitioners join Jack Mezirow in these pages. Together, they review the core principles of transformation theory, analyze the process of transformative learning, describe different types of learning and learners, suggest key conditions for socially responsible learning, explore group and organizational learning, and present revelations from the latest research. They also share real–world examples drawn from their own experiences as educators and assess the evolution of transformative learning in practice and philosophy. Learning as Transformation presents an intimate portrait of a powerful learning concept and invites educators, researchers, and scholars to consider the implications of transformative learning in their own professional work.

Spis treści:
DEVELOPING CONCEPTS OF TRANSFORMATIVE LEARNING.
Learning to Think Like an Adult: Core Concepts of Transformation Theory (J. Mezirow).
What "Form" Transforms? A Constructive–Developmental Approach to Transformative Learning (R. Kegan).
Inequality, Development, and Connected Knowing (M. Belenky & A. Stanton).
Transformative Learning for the Common Good (L. Daloz).
Transformative Learning as Ideology Critique (S. Brookfield).
FOSTERING TRANSFORMATIVE LEARNING IN PRACTICE.
Teaching with Developmental Intention (K. Taylor).Individual Differences and Transformative Learning (P. Cranton).
Transformation in a Residential Adult Learning Community (J. Cohen & D. Piper).
Creating New Habits of Mind in Small Groups (E. Kasl & D. Elias).
Organizational Learning and Transformation (L. Yorks & V. Marsick).
MOVING AHEAD FROM PRACTICE TO THEORY.
Analyzing Research on Transformative Learning Theory (E. Taylor).
Theory Building and the Search for Common Ground (C. Wiessner & J. Mezirow).

Nota biograficzna:
JACK MEZIROW is emeritus professor of adult and continuing education at Teachers College, Columbia University. His previous books include Transformative Dimensions of Adult Learning, Fostering Critical Reflection in Adulthood, Last Gamble on Education, and others.

Okładka tylna:
In 1978, Jack Mezirow introduced the concept of transformative learning in his groundbreaking study of women who returned to community college to continue their education. As their understanding of personal, cultural, and social histories grew, so did the students′ ability to modify their assumptions and expectations of learning. Since that time, transformative learning has inspired a significant body of research and theory. This volume continues the work begun over twenty years ago—revealing the impact of transformative learning on the theory and practice of adult education.
Fifteen of the field′s top scholars and practitioners join Jack Mezirow in these pages. Together, they review the core principles of transformation theory, analyze the process of transformative learning, describe different types of learning and learners, suggest key conditions for socially responsible learning, explore group and organizational learning, and present revelations from the latest research. They also share real–world examples drawn from their own experiences as educators and assess the evolution of transformative learning in practice and philosophy. Learning as Transformation presents an intimate portrait of a powerful learning concept and invites educators, researchers, and scholars to consider the implications of transformative learning in their own professional work.