Authors:
Interrogates the different meanings of how transformative learning can be understood
Addresses the question of how education should be provided once the context of school is removed
Emphasises the position of education as an end in itself rather than a 'product' to be obtained
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Table of contents (10 chapters)
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Front Matter
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Back Matter
About this book
This book constructs a deepening, interdisciplinary understanding of adult learning and imaginatively reframes its transformative aspects. The authors explore the tension at the heart of current understanding of ‘transformative’ adult learning: that while it can be framed as both easy and imperative, personal transformation is in fact rooted in the context in which we live, our stories and relationships.
At its core, transformation is never easy – nor always desirable – and the authors thus draw on interdisciplinary and auto/biographical inquiry to explore what it means to change our presuppositions and frames of meaning that guide our thinking. Using their linguistic, gendered, academic and cultural differences, the authors illuminate how the social, contextual, cultural, cognitive and psychological dimensions of transformation intertwine. In doing so, they emphasise the importance of transformation as a contingent struggle for meaning and recognition, social justice, fraternity, and the pursuit of truth. This engaging book will be of interest to students and scholars of transformative learning and education.
Reviews
“We highly recommend this book for readers who are hoping to learn more inclusive aspects of transformative learning theories and scrutinize transformation through different lenses. … the book encourages us to ponder on what it means to think and act like adults and what constitutes the capability and responsibility of adult education. This book will be a good read for those who seek to understand what adult education should look like in this troubled era.” (Hyunok Ryu, Adult Education Quarterly, February 13, 2020)
"This wide range of theoretical resources is a real strength of the book that challenged me to think carefully about my own assumptions." (Lyn Tett, Studies in the Education of Adults, May 22, 2019)
“A beautiful work in which Laura Formenti and Linden West invite us on a compelling pilgrimage of multiple perspectives of transformative learning. Much welcomed and needed exploration of one of the most generative concepts in adult learning! After reading this book, you can’t help but think and feel differently both about transformative learning as a theoretical concept and yourself as an active participate in this dialogue. It’s a must read!” (Professor John Dirkx, Michigan State University, USA)Authors and Affiliations
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"Ricardo Massa" Department of Human Sciences for Education, Università degli Studi di Milano Bicocca, Milan, Italy
Laura Formenti
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School of Childhood and Educational Sciences, Canterbury Christ Church University, Canterbury, UK
Linden West
About the authors
Linden West is Professor of Education at Canterbury Christ Church University, UK, and a psychoanalytic psychotherapist. His research has focused, auto/biographically, on racism and fundamentalism, professionals in demanding social contexts, and young families in programmes like Sure Start. He helps coordinate the ESREA Network.
Bibliographic Information
Book Title: Transforming Perspectives in Lifelong Learning and Adult Education
Book Subtitle: A Dialogue
Authors: Laura Formenti, Linden West
DOI: https://doi.org/10.1007/978-3-319-96388-4
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2018
Hardcover ISBN: 978-3-319-96387-7Published: 10 October 2018
Softcover ISBN: 978-3-030-07183-7Published: 25 January 2019
eBook ISBN: 978-3-319-96388-4Published: 29 September 2018
Edition Number: 1
Number of Pages: XVII, 323
Number of Illustrations: 5 b/w illustrations
Topics: Lifelong Learning/Adult Education, Learning & Instruction, Philosophy of Education, Educational Philosophy