Research 64 (3)‚ pp363-423 Chance P (1992) the rewards of learning Phi Delta Kappan 74 (3)‚ pp200-207 Clark‚ M.C. and Wilson (1991). Context and Rationality in Mezirow’s Theory of Transformational Learning. Adult Educational Quarterly 41(2): 75-91. Freire‚ P. (1972). Pedagogy of the Oppressed. London: Penguin. Hanson‚ A. (1996). Boundaries of Adult Learning. London and New York: Routledge in association with the Open University. Houle‚ C. O. (1972). The Design of Education. San Francisco: Josey-Bass
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Learning in Action: Insights from Practice. Jossey-Bass‚ San Francisco. Freire‚ P. (2005). Education for critical consciousness. New York: Continuum. Freire‚ P. (2004). Pedagogy of hope: reliving pedagogy of the oppressed. London: Continuum. Giroux‚ H. & McLaren‚ P. (1989). Critical pedagogy‚ the state‚ and cultural struggle. Albany: State hooks‚ bell. (2003). Teaching community: a pedagogy of hope. New York: Routledge Mezirow‚ J. (Ed.) (2000). Learning as transformation. Jossey-Bass‚ San Francisco
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purposes instead of passively accepting the social realities defined by others” (Mezirow‚ 1991‚ p.96) creates a deeper understanding and ability to conceptualize both long-term and short-term
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Transformational Learning Theory of Adult Education Introduction Transformational learning is a relatively new and thoroughly modern yet evolving learning theory‚ with timeless implications for the educator. Developed initially by Jack Mezirow‚ it is a theory that involves‚ at its core‚ a shift in beliefs‚ deep self reflection and a discourse of that reflection. This constructivist-based process of making sense of the world is in stark contrast to simply acquiring knowledge. Most assume that Transformational
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The Transformational Learning Hypothesis initially created by Jack Mezirow is depicted as being "constructivist‚ an introduction which holds that the way students translate and reinterpret their sense encounter is‚ fundamental to making meaning and subsequently learning" (Mezirow‚ 1991). The hypothesis has two fundamental sorts of learning: instrumental and communitive learning. Instrumental learning centres around learning through assignment arranged critical thinking and cause and effect of relationships
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conceptualization of their worlds. John Mezirow believed that adults can be transformed from these experiences; however‚ the transformative learning involves critical self-reflection (Mezirow‚ 1990). Mezirow understood that adults can be transformed through a process of intertwining a disorientating dilemma followed by critical reflection and new interpretations of the experience. Mezirow’s process of perspective transformation is often illustrated as linear‚ additionally; Mezirow characterized ten phases starting
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identifies people why change is necessary‚ what benefits will be accrued by changing‚ how to change‚ and most importantly‚ how to incorporate and embrace change in education. The study of transformational learning emerged with the work of Jack Mezirow (1981‚ 1994‚ 1997). Transformational learning is defined as learning that induces more far-reaching change in the learner than other kinds of learning‚ especially learning experiences which shape the learner and produce a significant impact‚ or paradigm
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She claims‚ “one must already be at a mature level of cognitive functioning to engage in the transformational learning process‚” depicting the aforementioned developmental benchmark (Merriam‚ 2004). Mezirow believes that a transformation of one’s perspective is the key to adult development. Merriam elaborates on this argument by detailing how more experiences create a “more inclusive‚ discriminating‚ open‚ emotionally capable of change‚ and reflective”
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Running head: The Importance of Teaching Education The Importance of Teaching Education Foundations of Theory and Practice in Master’s Studies Abstract The Importance of Teaching Education should be a part of everyone’s life. A good education offers something for everyone‚ whether it is on the simple level or a more complex one. Education should provide an opportunity for students to develop a strong sense of creativity‚ a high self esteem‚ and a lifelong respect for learning Teachers are
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working alongside theories of learning from Piaget‚ Vygotsky and other constructivist thinkers as well as theory of memory skills‚ motivation and learning styles. This theory can also be seen as an underlying principle for theorists such as Mezirow and Freire. When considering the impact of developing a teaching environment which supports the humanistic approach to learning we must take consideration of not only the learners developmental
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