Transformative Learning Theory in the Practice of Adult Education: An Overview.
Transformative Learning Theory in the Practice of Adult Education: An Overview.
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成人教育实践中的变革性学习理论：概述。
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发表时间：
1998
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通讯作者：
J. Dirkx
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作者：
J. Dirkx
变革性学习已经在成人教育领域出现，成为理解成人如何学习的有力形象。它吸引了来自各种理论流派和实践环境的研究人员和实践者，但它是一个复杂的想法，带来了相当大的理论、实践和伦理挑战。变革性学习的含义以及如何在正式学习环境中最好地培养它，根据一个人的理论观点而有很大差异。我在这里的目的是通过总结我认为该领域明显的主要理论观点或变革性学习的线索，来更好地理解这种复杂性；从整体上看，这些文献表明成人学习具有变革性；并探讨这一过程对我们作为教育者角色的影响。变革性学习的理念变革性学习反映了成人教育的特殊愿景和理解成人如何学习的概念框架。愿景（指导我们实践的总体目标和价值观）和概念框架都与许多实践者传统上认为的成人学习的目标和过程截然不同。北美成人教育的绝大多数实践都是以学习过程的工具性观点为指导的，旨在促进变革作为一种适应形式。在这种观点中，成人学习在很大程度上被理解为适应的一种手段。
Transformative learning has emerged within the field of adult education as a powerful image for understanding how adults learn. It has attracted researchers and practitioners from a wide variety of theoretical persuasions and practice settings, yet it is a complicated idea that offers considerable theoretical, practical, and ethical challenges. What transformative learning means and how it is best fostered within formal learning settings varies considerably, depending on one’s theoretical perspective. My purposes here are to provide a better understanding of this complexity by summarizing what I consider to be the major theoretical perspectives or strands of transformative learning evident in the field; to identify what, as a whole, this literature suggests about adult learning as transformational; and to explore implications for our role as educators in this process. The Idea of Transformative Learning Transformative learning reflects a particular vision for adult education and a conceptual framework for understanding how adults learn. Both the vision—the overall aims and values which guide our practices— and the conceptual framework represent sharp departures from what many practitioners have traditionally held to be the aims and processes of adult learning. The great majority of practice within North American adult education is guided by an instrumental view of the learning process, one that is designed to foster change as a form of adaptation. Within this view adult learning is understood largely as a means of adapting to the John M. Dirkx is Associate Professor of Higher, Adult, and Lifelong Education and Co-Director, Michigan Center for Career and Technical Education, Michigan State