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Adult Education >> Transformative Learning

Articles
by Susan Meyer — 2003
The document describes using structured journaling or personal transformative learning. Life history and focused journaling serve as the basis for a life planning workshop for women. Utilizing structured life history and framing a reflective process through journaling exercises and analysis, the workshop leaders encourage an examination of assumptions that may lead to personal transformation.

by Victoria Marsick & Jack Mezirow — 2002
An introduction to a series of articles on transformative learning

by Ted Fleming — 2002
A discussion of key ideas from Habermas that are important for delineating the social dimension in transformation theory.

by Elizabeth Kasl & Lyle Yorks — 2002
An extension of transformative learning theory and consideration of collaborative inquiry as a strategy for facilitating transformative learning.

by The European-American Collaborative Challenging Whiten — 2002
This case narrative describes how Cooperative Inquiry helped participants understand the dynamics of racism, transform personal consciousness about cultural imperialism, and change behavior.

by Dorothy Ettling — 2002
A report on the use of transformative learning in collaboration with women in transition from situations of domestic violence.

by James Gallagher — 1979
In every field of endeavor each generation leaves a mixed legacy to the next. Along with the hard-won wisdom that comes from experience and the progressive accumulation of knowledge, collections of misinformation and misjudgments that can only be explained by understanding the temper and biases of the times are also passed along. As an antidote to any misplaced confidence that we at last have the tiger of education for the gifted by the tail, it may be useful to catalogue some unsolved issues or misguided efforts that have been created or accepted by the present generation and which we are in danger of turning over to the next generation.

by Lynn Fox — 1979
For the purpose of this chapter, the term "programs for the gifted" will be used loosely to encompass a wide variety of means of providing learning experiences for children of well above average general intellectual and/or specific academic aptitude. In some cases the discussion is also relevant to specific nonacademic abilities that are provided for within the curriculum of many schools, by such offerings as art, music, and athletics.

by Virgil Clift & Harold Shane — 1976
In this concluding chapter the writers look at certain premises for approaching the future; at probable developments of the next decade that are relevant to secondary education; and at portentous social decisions that need to be made if an American secondary education program, designed for the 1980s as well as anticipating the next century, is to be moved from our ideological drawing boards to the oftentimes harsh world of reality. The writers also have chosen to explore some of the possible implications for tomorrow's education to be derived from cultural pluralism. The challenge of meeting the needs of our human subsets, we believe, is so important as to merit selection as an exemplar of the many decisions that are long overdue for attention and follow-up action in society and in secondary education.

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Book Reviews
by Howard Zinn and Anthony Arnove (Editors)
reviwed by Daniel Walkowitz — 2005

by Stephen D. Brookfield
reviwed by Veronica Gaylie — 2005

by Megan Boler (Editor)
reviwed by John Ambrosio — 2005
Megan Boler (Editor)

by Patrick Allitt
reviwed by Maria Cardelle-Elawar — 2005

by Rena M. Palloff and Keith Pratt
reviwed by Sharon Dole — 2005

by Michael W. Kirst and Andrea Venezia (Editors)
reviwed by Alan Schoenfeld — 2005

by John Ahier, John Beck, and Rob Moore
reviwed by Terence Beck — 2005

by Alberto J. Rodriguez and Richard S. Kitchen (Editors)
reviwed by Sharon Young — 2005

by Joseph E. Zins, Roger P. Weissberg, Margaret C. Wang, and Herbert J. Walberg (Editors)
reviwed by Jeanne Galbraith — 2005

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Resources
  • Transformative Learning: promoting change across cultural worlds
    A study of mature-age trainee teachers of technology studies (who had previously been tradespeople) as they initially reproduced significant aspects of their former workplace culture within classes at an institute of education.
  • International Journal of Intercultural Relations
    IJIR is dedicated to advancing knowledge and understanding of theory, practice, and research in intergroup relations.
  • Transformative Learning Centre
    The Transformative Learning Centre (TLC) was created in September of 1993 by the coming together of several OISE Faculty members, some students and interested community partners. What the various faculty members, students and community members were looking for was a way of creating a stronger sense of community and collaboration in broad areas of environmental, feminist, anti-racist, aboriginal, adult and popular education theory and practice.
  • Journal of Vocational Education and Training
    The Journal of Vocational Education and Training is a fully-refereed international journal publishes scholarly articles that address the development of practice and theory in work-related education, wherever that education occurs.
  • Adult Education Quarterly
    The journal enjoys the reputation of being the premier North American research journal representing the field of adult education, and is one of only a handful of journals in the world dedicated to research and theory in adult and continuing education.
  • International Journal of Lifelong Learning
    The International Journal of Lifelong Education provides an international forum for the debate of the principles and practice of lifelong, continuing, recurrent adult and initial education and learning.
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