Experiencing Liminality

An Educational Perspective

Datos Bibliográficos

ID20178784
AutoresGiles Barrow (0000-0002-7520-939X, Virgin Care, autor de correspondencia), Kate Shaw (0009-0004-3849-3151), Caroline Harvey (0000-0003-0642-3832), Arabella Hardy, Amy Kelly, Amy L Kelly, Judith Bodenham
Año2020
Volumen50
Número1
Páginas56-66
Fecha de publicación2020-01-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTransactional Analysis Journal (JOURNAL)
Identificadores de la revistaISSN: 0362-1537 • E-ISSN: 2329-5244
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03621537.2019.1690240
OpenAlexW2994598780
IdiomaEN
Citas recibidas1
Referencias citadas9

The authors explore the educational potential of liminality. Drawing on their individual and collective experience of liminality as part of a personal development program, the group members use a series of journal reflections to illuminate its key features. They suggest that the concept provides rich possibilities for generating transformational educational experiences. Transactional analysis models, including the vulnerability quotient and the educational adaptation of the cycle of development, are used to extend understanding and application of the concept of liminality in relation to the educational field. The article is authored by a collective that comprises both educator and students, and phenomenological experience is prioritized as a way to illuminate theoretical explanation. This latter feature is discussed and raises questions about the interplay between subjective and objective perspectives

Epistemology · Liminality · Sociology · Transactional analysis · Transformational leadership · Anthropology · Computer Science · Counseling, Therapy, and Family Dynamics · Psychology · Psychotherapy Techniques and Applications · Social Psychology · Transactional Analysis in Psychotherapy