|
Transformative learning theory says that the process of "perspective transformation" has three dimensions: psychological (changes in understanding of the self), convictional (revision of belief systems), and behavioral (changes in lifestyle).〔Clark, 1991〕 Perspective transformation, leading to transformative learning, occurs infrequently. Jack Mezirow believes that it usually results from a "disorienting dilemma" which is triggered by a life crisis or major life transition - although it may also result from an accumulation of transformations in meaning schemes over a period of time.〔Mezirow, 1995, p. 50〕 Less dramatic predicaments, such as those created by a teacher, also promote transformation.〔Torosyan, 2007, p. 13〕 An important part of transformative learning is for individuals to change their frames of reference by critically reflecting on their assumptions and beliefs and consciously making and implementing plans that bring about new ways of defining their worlds. This process is fundamentally rational and analytical.〔Mezirow, 1997〕〔Grabove 1997, pp. 90–91〕 ==Mezirow and transformative learning== Mezirow has developed transformative learning theory during the past two decades, and this theory has evolved "into a comprehensive and complex description of how learners construe, validate, and reformulate the meaning of their experience."〔Cranton, 1994, p.22〕 For learners to change their meaning schemes (specific beliefs, attitudes, and emotional reactions), "they must engage in critical reflection on their experiences, which in turn leads to a perspective transformation."〔Mezirow 1991, p.167〕 The meaning schemes that make up meaning structures may change as an individual adds to or integrates ideas within an existing scheme and, in fact, this transformation of meaning schemes occurs routinely through learning. A perspective transformation leading to transformative learning, however, occurs much less frequently. Mezirow believes that this less frequent transformation usually results from a "disorienting dilemma", which is triggered by a life crisis or major life transition, although it may also result from an accumulation of transformations in meaning schemes over a period of time.〔Mezirow 1995, p.50〕 The perspective is explained by Mezirow as follows: # Disorienting dilemma # Self-examination # Sense of alienation # Relating discontent to others # Explaining options of new behavior # Building confidence in new ways # Planning a course of action # Knowledge to implement plans # Experimenting with new roles # Reintegration.〔Imel, 1998〕 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Transformative learning」の詳細全文を読む スポンサード リンク
|