Transforming everyday experience

Transformative learning, disorienting dilemmas and Honneth's theory of recognition

Bibliographic Data

ID8975950
AuthorsTerry Fleming (0000-0001-5996-6174, Teachers College Columbia University New York New York USA, corresponding author)
Year2022
Volume52
Issue4
Pages563-578
Publication date2022-06-23
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal for the Theory of Social Behaviour (JOURNAL)
Journal identifiersISSN: 0021-8308 • E-ISSN: 1468-5914
PublisherWiley (PUBLISHER • GB)
DOI10.1111/jtsb.12355
OpenAlexW4283313696
LanguageEN
Citations received8
References cited26

Axel Honneth's theory of recognition outlines the personal and social contexts of family, law and community solidarities in which recognition – and misrecognitions – are experienced. His work has implications for Mezirow's theory of transformative learning. Transformative learning is critiqued for an over dependence on the Dewey/Habermas foundations that demand high levels of rationality and for an over reliance on individual learning to the exclusion of social learning. Honneth's ideas are explored in order to further develop the understanding of how experience is central to transformative learning. Disorienting dilemmas and the perplexities that lead to transformative learning are reinterpreted as experiences that have personal and social dimensions. Experience – often seen as individual and unique ‐ cannot be disconnected from social contexts. Honneth helps us resolve these issues and allows us to re‐interpret transformative learning as the transformation of experience. Finally, two further concepts are introduced: a) the dialectic nature of experience (Negt); and b) the importance of completeness (Negt). These further enhance the experiential grounding for emancipation and the emancipatory project of transformative learning

Dialectic · Epistemology · Experiential learning · Pedagogy · Social learning · Sociology · Transformative learning · Adult and Continuing Education Topics · Critical and Liberation Pedagogy · Global Educational Policies and Reforms · Philosophy · Psychology

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