Transformative dimensions of lifelong learning
Mezirow, Rorty and Covid-19
Datos Bibliográficos
| ID | 4198061 |
|---|---|
| Autores | Saskia Eschenbacher (0000-0003-3460-3881, autor de correspondencia), Terry Fleming (0000-0001-5996-6174, Columbia University), Ted Fleming |
| Año | 2020 |
| Volumen | 66 |
| Número | 5-6 |
| Páginas | 657-672 |
| Fecha de publicación | 2020-12-01 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | International Review of Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0020-8566 • E-ISSN: 1573-0638 |
| Editorial | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11159-020-09859-6 |
| PMID | 33012842 |
| OpenAlex | W3088156436 |
| Idioma | EN |
| Citas recibidas | 19 |
| Referencias citadas | 20 |
COVID-19 has done significant damage to individuals, families, workers and the economy. What is not known about the virus is part of the problem, and the knowledge gap drives an unprecedented and urgent search for knowledge. This article explores the challenges for lifelong learning and the relevance of transformative learning. Disorientation, disorienting dilemmas and critical reflection are the ingredients of such learning, since we can only learn our way out of this situation. The authors present American adult educator Jack Mezirow's theory of transformative learning (TL) as an appropriate learning framework for lifelong learning. They draw on the work of American philosopher Richard Rorty and German philosopher and sociologist Jürgen Habermas to re-shape TL so that it supports the kind of learning that is sufficiently complex and nuanced to enable us to deal with contradictions, ambivalence and meaning-making in a world where not-knowing is the new normal
Coronavirus disease 2019 (COVID-19 · Epistemology · Lifelong learning · Pedagogy · Sociology · Transformative learning · Adult and Continuing Education Topics · Global Educational Policies and Reforms · Higher Education Practises and Engagement · Medicine · Philosophy · Psychology
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Teachers’ perceptions and policy directives for transformative teacher leadership initiatives during and beyond covid-19
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Bridging generations for sustainable tourism
Teachers’ Sense of Efficacy During a Time of Crisis
A Disorienting Dilemma
Emotions and lifelong learning
Evading a Post-Truth World
Tracing the effects and impacts of the Memorandum on Lifelong Learning in the scholarly debate since its inception
Learning to spend time in unusual times
Education for just transitions
| Citas por año | 3,17 |
|---|---|
| Intervalo de citas | 2020 - 2026 (7) |
| Altamente citado | No |