Laros / Fuhr / Taylor Transformative Learning Meets Bildung

An International Exchange
1. Auflage 2017
ISBN: 978-94-6300-797-9
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 400 Seiten

Reihe: International Issues in Adult Education

This edited volume sets the groundwork for a dialogue between transformative learning and continental theories of Bildung in adulthood. Both theoretical frameworks bring meaning to the complex learning process of individuals as they develop a more critical worldview. In this volume, a variety of authors from different countries and theoretical backgrounds offer new understandings about Bildung and transformative learning through discussion of theoretical analyses, educational practices, and empirical research. As a result, readers gain greater insight into these theories and related implications for teaching for change. From the various chapters an exciting relationship between both theories begins to emerge and provides impetus for greater discussion and further research about two important theories of change in the field of adult education.

Autoren/Hrsg.

Laros, Anna

Fuhr, Thomas

Taylor, Edward W.

Inhaltsverzeichnis

1;TABLE OF CONTENTS;6
2;TRANSFORMATIVE LEARNING MEETSBILDUNG: INTRODUCTION;10
2.1;WHY COMPARE BILDUNG AND TRANSFORMATIVE LEARNING?;10
2.2;ABOUT THIS BOOK;14
2.3;REFERENCES;16
3;SECTION 1: OVERVIEW ON BILDUNG ANDTRANSFORMATIVE LEARNING;18
3.1;1. BILDUNG:An Introduction;19
3.1.1;HISTORY OF THE IDEA OF BILDUNG;19
3.1.2;THE CLASSIC CONCEPT;20
3.1.3;CRITIQUE OF THE CLASSIC CONCEPT;24
3.1.4;CONTEMPORARY INTERNATIONAL DISCOURSES;27
3.1.5;REFERENCES;30
3.2;2. TRANSFORMATIVE LEARNING THEORY;32
3.2.1;ALTERNATIVE CONCEPTIONS OF TRANSFORMATIVE LEARNING;34
3.2.2;NEW INSIGHTS FROM RESEARCH AND IMPLICATIONS FOR PRACTICE;38
3.2.3;FINAL THOUGHTS;40
3.2.4;NOTE;41
3.2.5;REFERENCES;41
4;SECTION 2: TRANSFORMATIVE LEARNING AND TRANSFORMATIVE BILDUNG;45
4.1;3. BILDUNG AS A TRANSFORMATIVE PROCESS;46
4.1.1;THE CONCEPT OF BILDUNG AS A TRANSFORMATIVE PROCESS;46
4.1.2;EXPERIENCES OF CRISES AS CHALLENGE FORTRANSFORMATIVE PROCESSES;50
4.1.3;PRE-CONDITIONS FOR THE TRANSFORMATIVE PROCESS;52
4.1.4;NOTES;54
4.1.5;REFERENCES;55
4.2;4. A SUBJECT-THEORETICAL PERSPECTIVE ON TRANSFORMATIVE LEARNING AND TRANSFORMATIVE BILDUNG: Transformative Bildung as a Research Strategy onthe Processes of Bildung;56
4.2.1;Is There a Difference between Bildung and Learning?;57
4.2.2;THE THEORY OF TRANSFORMATIVE BILDUNGAND ITS UNANSWERED QUESTIONS;58
4.2.2.1;On the Structure of the Relation to the World and the Self;58
4.2.2.2;On the Occasions for Processes of Bildung;61
4.2.2.3;On Educational Processes and Methodical Challenges;61
4.2.3;A SUBJECT-THEORETICAL PERSPECTIVEON TRANSFORMATIVE LEARNING AND BILDUNG;62
4.2.3.1;On the Structure of the Relation to the World and the Self;62
4.2.3.2;Occasions for Learning;65
4.2.3.3;Learning Processes and Methodical Challenges;66
4.2.4;REFERENCES;67
4.3;5. BILDUNG AS TRANSFORMATIONOF SELF-WORLD-RELATIONS;69
4.3.1;THEORETICAL APPROACH TO THEORY OF BILDUNG;70
4.3.1.1;Structure of Self-World Relations;70
4.3.1.2;Transformation and the Emergence of the New;71
4.3.1.3;Theory of Bildung applied to Theory of Transformative Learning;73
4.3.2;METHOD;76
4.3.3;RESULTS;77
4.3.4;DISCUSSION;79
4.3.5;NOTES;80
4.3.6;REFERENCES;80
5;SECTION 3:CRISIS AND CONTINUITY;82
5.1;6. REPETITION AND TRANSFORMATION IN LEARNING: A Hermeneutic and Phenomenological View onTransformative Learning Experiences;83
5.1.1;INTRODUCTION;83
5.1.2;A HERMENEUTIC-PHENOMENOLOGICAL THEORY OFTRANSFORMATIVE LEARNING;85
5.1.3;STRUCTURE OF EXPERIENCE IN PHENOMENOLOGY;87
5.1.4;TRANSFORMATION IN REPETITION;89
5.1.5;PEDAGOGICAL IMPLICATIONS;90
5.1.6;NORMATIVE IMPLICATIONS;90
5.1.7;CONCLUSION;91
5.1.8;NOTES;91
5.1.9;REFERENCES;92
5.2;7. DISORIENTING DILEMMAS AS A CATALYST FOR TRANSFORMATIVE LEARNING: Examining Predisorienting Experiencesof Female Immigrant Entrepreneurs;94
5.2.1;INTRODUCTION;94
5.2.2;THEORETICAL FRAMEWORK;95
5.2.3;RESEARCH DESIGN;97
5.2.4;FINDINGS;98
5.2.5;DISCUSSION;101
5.2.6;CONCLUSION AND OUTLOOK;102
5.2.7;NOTE;103
5.2.8;REFERENCES;103
5.3;8. PROBLEMATIC COMMONALITIES OF BILDUNG AND TRANSFORMATIVE LEARNING;105
5.3.1;INTRODUCTION;105
5.3.2;THE TRANSFORMATIVE FACTOR IN LEARNING AND BILDUNG;105
5.3.2.1;Transformation as a Criterion of Demarcation;106
5.3.2.2;Learning as Opening up a New Horizon;107
5.3.2.3;A Revised Demarcation between Learning and Bildung/ Transformative Learning;107
5.3.3;THE ROLE OF CRISIS IN TRANSFORMATION PROCESSES;108
5.3.3.1;Surprising Contingencies as Triggers of Transformation;110
5.3.3.2;Incidental Triggers and Catalysts of Transformative Learning;110
5.3.3.3;Discrepant Roles of Crisis in Transformative Learning;112
5.3.4;THE NEED FOR COMPREHENSIVE THEORIES ON (TRANSFORMATIVE)LEARNING AND BILDUNG;112
5.3.5;NOTES;113
5.3.6;REFERENCES;113
5.4;9. TIME AS A REFLECTIVE MOMENT OF BILDUNG AND TRANSFORMATIVE LEARNING;115
5.4.1;RELATIVELY OBLIVIOUS TO TIME: BILDUNG AND TRANSFORMATIVELEARNING BETWEEN HISTORICITY AND TIMELESSNESS;116
5.4.2;THE DUAL NATURE OF TIME: BETWEEN CONTINUITY AND CONTINGENCY;117
5.4.3;TRANSFORMATIVE DYNAMICS;118
5.4.3.1;Time-Related Existential Conditions of Modernity (Framing Transformations);119
5.4.3.2;The Process Qualities of Transformation;119
5.4.3.3;Process Modalities of Transformative Learning (Self-Reflexivity and Consciousness Trajectories);120
5.4.3.4;Beginnings and Infinite Search Movements;121
5.4.4;PROCESSUAL STRUCTURES, THE “TIMELESS” EMERGENCE OF NEWNESS,AND UNBURDENED LEARNING TIME;122
5.4.5;NOTES;123
5.4.6;REFERENCES;123
6;SECTION 4: THEORETICAL APPROACHES TO BILDUNGAND LEARNING;125
6.1;10. BILDUNG AND HUMANIST LEARNING;126
6.1.1;DEFINING LEARNING;126
6.1.2;LIBERAL ART COLLEGES;128
6.1.3;HUMANISM;130
6.1.4;REFERENCES;132
6.2;11. HERMENEUTIC PHENOMENOLOGY MEETS TRANSFORMATIVE LEARNING:Epistemological and Methodological Issues;134
6.2.1;INTRODUCTION;134
6.2.2;ON HERMENEUTIC PHENOMENOLOGY;135
6.2.2.1;Overview;135
6.2.2.2;Educational Value;136
6.2.3;EPISTEMOLOGICAL CONNECTIONS;138
6.2.3.1;Lifeworld;138
6.2.3.2;Epochè;138
6.2.3.3;Reflection and Understanding;139
6.2.4;METHODOLOGICAL ISSUES;140
6.2.4.1;Background;140
6.2.4.2;Stages;142
6.2.4.3;Remarks on Researchers as Educators;143
6.2.5;CONCLUSIONS;144
6.2.6;REFERENCES;145
6.3;12. TRANSFORMATIVE LEARNING THEORY AND SYSTEMS THINKING:Enabling Transformation through Communication;148
6.3.1;INTRODUCTION;148
6.3.2;COMMUNICATION AND TRANSFORMATIVE LEARNING;149
6.3.3;SYSTEMS THINKING;152
6.3.3.1;Lived Life;153
6.3.3.2;Experienced Life;153
6.3.3.3;Narrated Life;156
6.3.4;CONCLUSION;157
6.3.5;NOTES;158
6.3.6;REFERENCES;158
6.4;13. TRANSFORMATIVE LEARNING, BILDUNG AND BIOGRAPHICAL RESEARCH;160
6.4.1;INTRODUCTION;160
6.4.2;PROCESSES OF BILDUNG AS TRANSFORMATIONS IN ATTITUDETOWARDS THE WORLD AND THE SELF;160
6.4.3;BILDUNGS-ORIENTED EMPIRICAL RESEARCH IN THE CONTEXTOF BIOGRAPHICAL RESEARCH;162
6.4.4;BILDUNG AND TRANSFORMATIVE LEARNING;165
6.4.5;CONCLUSION;167
6.4.6;REFERENCES;167
7;SECTION 5: THE ROLE OF THE OTHER IN BILDUNG AND TRANSFORMATIVE LEARNING;169
7.1;14. FROM SELF-DIRECTED LEARNING TO SELF-FORMATION: TRANSFORMING THE SELF THROUGH BILDUNG?:A French Approach to the Notions of Formation and Transformation;170
7.1.1;INTRODUCTION;170
7.1.2;SELF-FORMATION VS SELF-DIRECTED LEARNING;170
7.1.2.1;A French Tradition in Adult Education;171
7.1.2.2;Autonomization and Emancipation;171
7.1.2.3;Self-Education or Self-Formation?;173
7.1.3;SELF-FORMATION, BILDUNG AND TRANSFORMATIVE LEARNING;174
7.1.3.1;A Developmental Approach to Adult Education;174
7.1.3.2;Self-formation: Between a Developmental and a Social Approach;176
7.1.3.3;Social Self-Formation and Bildung;177
7.1.4;FROM BILDUNG’S INFLUENCE TO A REVIVAL OF CRITIQUE?;179
7.1.5;REFERENCES;181
7.2;15. TRANSFORMATIVE LEARNING AS CHANGE AND DEVELOPMENT OF IDENTITY;183
7.2.1;INTRODUCTION;183
7.2.2;THE DEFINITION OF TRANSFORMATIVE LEARNING;183
7.2.3;THE BASIC MENTAL DIMENSIONS;185
7.2.4;THE SOCIAL, SOCIETAL AND ENVIRONMENTAL LEARNING CONDITIONS;186
7.2.5;TRANSFORMATIVE LEARNING AND GENERAL LEARNING THEORY;189
7.2.6;TRANSFORMATIVE LEARNING AND THE LIFE COURSE;189
7.2.7;DIFFERENT KINDS OF TRANSFORMATIVE LEARNING;190
7.2.8;TRANSFORMATIVE LEARNING, MOTIVATION, DEFENSEAND COMPETENCE DEVELOPMENT;191
7.2.9;SOME CONCLUDING REMARKS;192
7.2.10;REFERENCES;192
7.3;16. RE-NARRATING A MORAL SELF:Transformative and Restorative Learning for Re-Building Social Solidarity;195
7.3.1;INTRODUCTION;195
7.3.2;CONTEXT;195
7.3.3;CONCEPTS OF THE SELF AND TRANSFORMATIVE LEARNING;196
7.3.3.1;The Modern View of Self;197
7.3.3.2;The Critical and Postmodern View: Self as Political and Fragmented;198
7.3.3.3;The Dialogical Self;199
7.3.4;RESTORATIVE LEARNING;199
7.3.4.1;Restorative Learning and Radical Relatedness;200
7.3.4.2;Restorative Learning and the Moral Self;201
7.3.4.3;Restorative Learning and Solidarity;202
7.3.5;RE-NARRATING A MORAL SELF: TRANSFORMATIVE ANDRESTORATIVE LEARNING FOR RE-BUILDING SOCIAL SOLIDARITIES;204
7.3.6;REFERENCES;205
7.4;17. SUSTAINING COLLECTIVE TRANSFORMATIVE LEARNING:Informal Learning and Revisions;208
7.4.1;INTRODUCTION;208
7.4.2;COLLECTIVE TRANSFORMATIVE LEARNING (CTL);208
7.4.3;THE MARRIAGE INSTITUTION IN NIGERIA;210
7.4.4;WHAT FOSTERED COLLECTIVE TRANSFORMATIVE LEARNING AMONG THE YORUBA IN THE SOUTH OF NIGERIA?;213
7.4.5;UNSETTLING AND UNSETTLED DIALOGUES, DISCOURSE,POWER AND INFORMAL LEARNING;215
7.4.6;CONCLUSION AND IMPLICATIONS;217
7.4.7;REFERENCES;218
7.5;18. LOVE ACTUALLY: Transformative Learning Meets Bildung,and the Psychosocial Concept of Recognition;220
7.5.1;INTRODUCTION;220
7.5.1.1;The Heart of the Matter;220
7.5.1.2;Bildung and Halbbildung;221
7.5.1.3;Recognition;222
7.5.2;RECOGNITION: TWO CASES IN POINT;225
7.5.2.1;Recognition in the Symbolic Order;230
7.5.3;CONCLUSION;232
7.5.4;REFERENCES;233
7.6;19. COMPARATIVE PERSPECTIVES ON THEORETICAL FRAMEWORKS OF ADULT EDUCATION:Transformative Learning and Critical Educational Theory;235
7.6.1;INTRODUCTION;235
7.6.2;THEORETICAL FRAMEWORKS: ORIGINS AND OBJECTIVES;235
7.6.3;CRITICAL THEORY AS BACKGROUND FOR THEORIES IN ADULT EDUCATION;236
7.6.3.1;Critical Adult Education Theory;237
7.6.3.2;Transformative Learning as a Theory of Adult Education;239
7.6.4;THEORY AND PRACTICE: AN EMPIRICAL EXAMPLE;242
7.6.4.1;Transformation and Identity Development;243
7.6.5;CONCLUSION;244
7.6.6;REFERENCES;245
8;SECTION 6: TRANSFORMATIVE LEARNING AND BILDUNG IN TIMES OF LIFELONG LEARNING;246
8.1;20. A RE-IMAGINATION OF THE TRANSITION TO ADULTHOOD: Transformative Learning and Bildung’s Functionin the Lives of Youth;247
8.1.1;TRANSFORMATIVE LEARNING THEORY AND BILDUNG;248
8.1.2;TRANSITIONING TO ADULTHOOD;250
8.1.3;YOUTH IN TRANSITION;251
8.1.4;RE-IMAGINING YOUTH;255
8.1.5;NOTES;256
8.1.6;REFERENCES;256
8.2;21. BILDUNG AND TRANSFORMATIVE LEARNING IN A GLOBALIZED WORLD:Change of Concepts through Craftsmanship, Professionalism and Entrepreneurship;259
8.2.1;THE GERMAN CONCEPT OF BILDUNG;259
8.2.2;TRANSFORMATIVE LEARNING;260
8.2.3;GRADUAL CHANGE OF THE CONTEXT OF BILDUNG AND TRANSFORMATIVE LEARNING;261
8.2.4;LEADING FIGURES;262
8.2.4.1;The Honorable Craftsperson;263
8.2.4.2;The Professional Worker;263
8.2.4.3;The Self-Entrepreneur in a Global Context;264
8.2.5;CONCLUSION;267
8.2.6;REFERENCES;267
8.3;22. IS THERE SPACE FOR BILDUNG AND TRANSFORMATIVE LEARNINGIN THE LIFELONG LEARNING DISCOURSE?;269
8.3.1;INTRODUCTION;269
8.3.2;THE RISE OF THE LIFELONG LEARNING DISCOURSE;269
8.3.3;IMPLICATIONS OF THE POLITICAL DISCOURSE FOR LEARNING THEORY;270
8.3.4;THE SHIFT FROM LIFELONG LEARNING TO LEARNINGIN THE LIFE COURSE;271
8.3.5;TRANSFORMATIVE LEARNING AS A THEORETICAL CONCEPTTO CHARACTERIZE LEARNING PROCESSES OVER THE LIFE COURSE;272
8.3.6;BILDUNG AS AN IDEA THAT RELATES LIFELONG LEARNINGTO PERSONAL GROWTH;274
8.3.7;CONCLUSION;276
8.3.8;REFERENCES;276
9;SECTION 7: FOSTERING TRANSFORMATIVE LEARNINGAND BILDUNG;279
9.1;23. FROM TRANSFORMATIVE LEADERSHIP TO TRANSFORMATIVE LEARNING:New Approaches in Leadership Development;280
9.1.1;INTRODUCTION;280
9.1.2;PARTICIPATORY PERSPECTIVES IN A MULTILEVEL TRANSFORMATION;280
9.1.3;TRANSFORMATIVE LEADERSHIP FOR SHIFTING DIRECTION;282
9.1.4;TRANSFORMATIVE LEARNING FOR ALTERNATIVE MEANINGS;283
9.1.5;SYSTEMIC CLARIFICATIONS OF RELATIONSHIPS;285
9.1.6;SYSTEMIC ADULT EDUCATION AS A SELF-CONTAINED MOVEMENT;289
9.1.7;SUMMARY;291
9.1.8;REFERENCES;291
9.2;24. PARENT TRAINING EXPERIENCES IN ITALY:Transformative Learning Models in Comparison;294
9.2.1;ADULT EDUCATION AND PARENT TRAINING IN ITALY;294
9.2.1.1;A Virtually Unknown World;294
9.2.1.2;An Action Research Project in Palermo;295
9.2.2;COMPARISON OF TRANSFORMATIVE LEARNING PRACTICES AND MODELS;296
9.2.2.1;The Parent Training Inspired by Th. Gordon;296
9.2.2.2;The Paths for Promoting and Enriching the Parental Bond;297
9.2.3;THE NARRATIVE METHOD AND THE“EMPATHY-CENTERED EXISTENTIAL DIALOGUE”;299
9.2.3.1;An Existential Conception of Transformative Learning;299
9.2.3.2;Emotional Literacy;300
9.2.3.3;An Autobiographical Narrative in a Dialogical Form;301
9.2.4;REFERENCES;301
9.3;25. FOSTERING TRANSFORMATIVE LEARNING THROUGH DIALOGICAL WRITING;303
9.3.1;INTRODUCTION;303
9.3.2;HOW STUDENTS CARRY OUT THEIR LEARNING—THEORETICAL IMPACT OF AN EMPIRICAL INVESTIGATION;304
9.3.3;DISCUSSING ESSENTIAL COMPONENTS OF TRANSFORMATIVE LEARNING FROM AN EMPIRICAL ANGLE;307
9.3.3.1;Typical Structure of Students’ Letters;307
9.3.3.2;Example No 1: Anne to Sue;309
9.3.3.3;Example No 2: Anne to Sue;309
9.3.3.4;Example No 3: Anne to Sue;309
9.3.3.5;Example No 4: Suzan to Mary;311
9.3.4;SUMMARY AND BENEFITS FOR FOSTERING TRANSFORMATIVE LEARNING;312
9.3.5;NOTES;313
9.3.6;REFERENCES;313
9.4;26. TRANSFORMATIVE LEARNING, BILDUNG, AND ART EDUCATION FOR ADULTS: Two Different Theoretical Angles on Arts Education and on How They May Help to Identify Research Questions in the Field;315
9.4.1;INTRODUCTION;315
9.4.2;ARTS EDUCATION FOR ADULTS: A PERSPECTIVE OF BILDUNG;316
9.4.3;ARTS EDUCATION FOR ADULTS FROM THE PERSPECTIVEOF TRANSFORMATIVE LEARNING;319
9.4.4;IDENTIFYING JOINT RESEARCH ISSUES OF ARTS EDUCATIONIN THE LIGHT OF BOTH THEORIES;322
9.4.5;CONCLUSION;325
9.4.6;NOTE;325
9.4.7;REFERENCES;325
9.5;27. THE CONTRIBUTION OF AESTHETIC EXPERIENCE IN TRANSFORMATIVELEARNING AND BILDUNG;329
9.5.1;INTRODUCTION;329
9.5.2;IDEAS THAT ARE CONVERGENT IN TRANSFORMATIVE LEARNINGAND BILDUNG;329
9.5.3;THE CONTRIBUTION OF AESTHETIC EXPERIENCE;331
9.5.4;BOURDIEU’S WARNING;334
9.5.5;SUGGESTIONS FOR THE USE OF AESTHETIC EXPERIENCE;335
9.5.6;EPILOGUE;336
9.5.7;REFERENCES;337
9.5.8;FILMOGRAPHY;338
9.6;28. TRANSFORMATIVE PILGRIMAGE LEARNING AND SPIRITUALITY ON THE CAMINIO DE SANTIAGO:Making the Way by Walking;339
9.6.1;INTRODUCTION;339
9.6.2;THEORETICAL FRAMEWORK;340
9.6.3;METHODOLOGY;342
9.6.4;FINDINGS: MAJOR LERANING;342
9.6.4.1;The Longing, the Call, and the Departure;342
9.6.4.2;The Pilgrim Way, the Labyrinth, and the Arrival;343
9.6.4.3;Coming Home and Integrating the Learning;345
9.6.5;TRANSFORMATIVE PILGRIMAGE LEARNING;348
9.6.6;REFERENCES;349
9.7;29. NARRATING MIGRATION:The Result of Transformative Learning;351
9.7.1;INTRODUCTION;351
9.7.2;FEELINGS OF LOSS IN MIGRATION AND CHANGE;351
9.7.3;LEARNING AND NARRATIVE-AUTOBIOGRAPHICAL APPROACH;354
9.7.4;NARRATING MIGRATION: AN EDUCATIONAL PROPOSAL;357
9.7.5;NOTES;359
9.7.6;REFERENCES;359
9.8;AFTERWORD TRANSFORMATIVE LEARNING MET BILDUNG:Reflecting Back and Looking Forward;361
9.8.1;TRANSFORMATIVE LEARNING AND TRANSFORMATIVE BILDUNG;361
9.8.1.1;Transformation and Learning that is not Transformative;362
9.8.1.2;Transformative Bildung and Transformative Learning;364
9.8.2;CRISIS AND CONTINUITY: THE TIME STRUCTURE OFLEARNING AND BILDUNG;365
9.8.2.1;The Process of Transformation;365
9.8.2.2;Crisis and Continuity;366
9.8.3;THEORETICAL APPROACHES TO BILDUNG AND LEARNING;368
9.8.3.1;Critical Psychology and the Social Dimension of Learning;368
9.8.3.2;Systems Theory;370
9.8.3.3;Ethical Learning;370
9.8.4;ROLE OF THE OTHER IN BILDUNG AND TRANSFORMATIVE LEARNING;372
9.8.5;TRANSFORMATIVE LEARNING AND BILDUNG IN TIMES OFLIFELONG LEARNING;375
9.8.6;FOSTERING TRANSFORMATIVE LEARNING AND BILDUNG;377
9.8.7;CONCLUSION;380
9.8.8;REFERENCES;381
10;NAME INDEX;383
11;SUBJECT INDEX;388