How the Philosophical Assumptions of Transactional Analysis Complement the Theory of Adult Education
Bibliographic Data
| ID | 20178291 |
|---|---|
| Authors | Jan Grant (corresponding author) |
| Year | 2004 |
| Volume | 34 |
| Issue | 3 |
| Pages | 272-276 |
| Publication date | 2004-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Transactional Analysis Journal (JOURNAL) |
| Journal identifiers | ISSN: 0362-1537 • E-ISSN: 2329-5244 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1177/036215370403400312 |
| OpenAlex | W2514909531 |
| Language | EN |
| Citations received | 3 |
| References cited | 3 |
Transactional analysis and adult education are both located within the tradition of humanistic psychology, and they share many underlying assumptions, including that human beings naturally tend toward growth and change, that adults are responsible for themselves, and that people are inherently good. The principles of adult education are useful when reflecting on the structure and process of transactional analysis training groups
Adult education · Epistemology · Humanism · Pedagogy · Political science · Sociology · Transactional analysis · Transactional leadership · Coaching Methods and Impact · Computer Science · Philosophy · Psychology · Social Psychology · Transactional Analysis in Psychotherapy
| Citations per year | 0.18 |
|---|---|
| Citation span | 2009 - 2013 (5) |
| Highly cited | No |