Living and Learning with HIV/AIDS: Transformational Tales Continued
Living and Learning with HIV/AIDS: Transformational Tales Continued
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与艾滋病毒/艾滋病一起生活和学习：变革故事续
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
Lisa M. Baumgartner
中科院分区：
文献类型：
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作者：
Lisa M. Baumgartner
这项定性研究的目的是研究在艾滋病毒/艾滋病纳入身份随着时间的推移学习的性质。它试图了解参与者对他们慢性病的持续意义。在1995年、1998年和1999年对相同的11名参与者进行的访谈构成了数据集。数据分析采用心理学，传记和语言学的方法进行叙事分析。研究发现：第一，学习的本质是转换性的，视角转换保持稳定。第二，对1998年明显的意义方案变化采取了行动。第三，新的意义方案包括：（a）对人类状况的更多欣赏;（B）对亲密关系的扩展观点。第四，社会互动是学习过程的组成部分。视角转换的稳定性、意义图式的额外变化以及社会互动在学习过程中的重要性对成人教育具有影响。
The purpose of this qualitative study was to examine the nature of learning during the incorporation of HIV/AIDS into identity over time. It sought to understand participants’continued meaningmaking of their chronic illness. Interviews conducted with the same 11 participants in 1995, 1998, and 1999 composed the data set. Data were analyzed using psychological, biographical, and linguistic approaches to narrative analysis. Fourmajor findings emerged: First, the nature of learning was transformational, and the perspective transformation remained stable. Second, meaning scheme changes evident in 1998 were acted on. Third, new meaning schemes included (a) an increased appreciation for the human condition and (b) an expanded view of intimacy. Fourth, social interaction was integral to the learning process. The stability of the perspective transformation, the additional changes in meaning schemes, and the importance of social interaction in the learning process have implications for adult education.