Transformative Learning as an “Inter-Practice” Phenomenon
Transformative Learning as an “Inter-Practice” Phenomenon
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变革性学习作为一种“实践间”现象
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
S. Hodge
中科院分区：
文献类型：
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作者：
S. Hodge
转型学习理论和基于实践的理论都提供了令人信服的，但不同的帐户成人学习。个人意义建构的变迁是变革性学习理论的焦点，而基于实践的解释则将参与社会实践视为理解学习的关键。尽管他们对社会背景，个人经验和学习过程之间的关系有不同的看法，但变革性学习和基于实践的学习理论可以被视为互补的。本文通过对实践学习理论的阐述，强调了社会实践活动中的学习潜能。Mezirow的版本的变革性学习理论进行了分析，揭示了社会实践在转型过程中的作用。在实践基础学习理论的概念方面，“变革轨迹”提供了一个潜在的启发性补充。根据Mezirow的理论，变革性学习可以被视为一种“实践间”现象。
Transformative learning theory and practice-based theory both offer compelling but distinct accounts of adult learning. The vicissitudes of individual meaning-making is the focus of transformative learning theory whereas practice-based accounts view participation in social practices as the key to understanding learning. Despite their differing views of the relationship between social context, individual experience, and the processes of learning, transformative learning and practice-based learning theories can be regarded as complementary. In this article, elaborations of practice-based learning theory are drawn on to highlight the learning potential of movement between social practices. Mezirow’s version of transformative learning theory is analyzed to disclose a role for social practices in the transformation process. In terms of the concepts of practice-based learning theory, it is proposed that “transformative trajectory” offers a potentially illuminating addition. In terms of Mezirow’s theory, it is argued that transformative learning can be viewed as an “inter-practice” phenomenon.