The handbook of transformative learning : theory, research, and practice

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Title:

Series:

Jossey-Bass higher and adult education series.

Edition:

1st ed.

Publication Information:

San Francisco : Jossey-Bass, c2012.

Physical Description:

xiv, 598 p. : ill. ; 25 cm.

ISBN:

9780470590720

Abstract:

"The Handbook of Transformative Learning provides a comprehensive and critical review of more than three decades of theory development, research, and practice in Transformative Learning (TL). It will help adult educators understand what transformative learning is, distinguish it from other forms of learning, and foster it in their practice. The book covers five broad areas: historical, theoretical, practical, research, and future perspective. It is comprehensive, interdisciplinary, critical, reflective, and accessible to a wide audience of interested scholars, students, and practitioners. Co-edited by leading experts in the field with an advisory group of prominent authorities, this handbook is the leading resource for the field"-- Provided by publisher.

Subject Term:

Transformative learning

Adult learning

Adult education

Added Author:

Taylor, Edward W. (Edward Woodbury), 1952-

Cranton, Patricia.

Available:*

Library	Item Barcode	Call Number	Material Type	Item Category 1	Status
Searching... PSZ JB	30000010305618	LC1100 H363 2012	Open Access Book	Book	Searching... Unknown
Searching... PSZ JB	30000010329746	LC1100 H363 2012	Open Access Book	Gift Book	Searching... Unknown

On Order

Summary

The Handbook of Transformative Learning

The leading resource for the field, this handbook provides a comprehensive and critical review of more than three decades of theory development, research, and practice in transformative learning. The starting place for understanding and fostering transformative learning, as well as diving deeper, the volume distinguishes transformative learning from other forms of learning, explores future perspectives, and is designed for scholars, students, and practitioners.

PRAISE FOR THE HANDBOOK OF TRANSFORMATIVE LEARNING

"This book will be of inestimable value to students and scholars of learning irrespective of whether or not their emphasis is on transformative learning. It should find its way to the reference bookshelves of every academic library focusing on education, teaching, learning, or the care professions."
--PETER JARVIS, professor of continuing education, University of Surrey

"Can there be a coherent theory of transformative learning? Perhaps. This handbook goes a long way to answering this question by offering a kaleidoscope of perspectives, including non-Western, that consider the meaning and practice of transformative learning."
--SHAUNA BUTTERWICK, associate professor, University of British Columbia

"This handbook will be valuable and accessible to both scholars and practitioners who are new to the study of adult education and transformative learning and to more seasoned scholars who seek a sophisticated analysis of the state of transformative learning thirty years after Mezirow first shared his version of a then-fledgling theory of adult learning."
--JOVITA ROSS-GORDON, professor and program coordinator, MA in Adult Education, Texas State University

Author Notes

Edward W. Taylor is a professor of adult education at Penn State University at Harrisburg. He is the coeditor, with Jack Mezirow, of Transformative Learning in Practice.
Patricia Cranton is a retired professor of adult education, most recently from Penn State University at Harrisburg. Her recent books include Planning Instruction for Adult Learners and Understanding and Promoting Transformative Learning.

Patricia Cranton and Edward W. TaylorElizabeth J. TisdellEdward W. Taylor and Melissa J. SnyderSharan B. Merriam and SeonJoo KimJack MezirowLisa M. BaumgartnerJohn M. DirkxStephen D. BrookfieldKathleen Taylor and Dean EliasEdmund O'SullivanMichel Alhadeff-JonesElizabeth A. LangePeter WillisNadira K. CharaniyaLeona M. English and Catherine J. IrvingJuanita Johnson-BaileyPeggy Gabo NtseaneAlexis KokkosOlutoyin MejiuniCarolin KreberDorothy MacKeracherSteven A. Schapiro and Ilene L. Wasserman and Placida V. GallegosKaren E. Watkins and Victoria J. Marsick and Pierre G. FallerCarol E. Kasworm and Tuere A. BowlesRegina O. SmithM. Carolyn ClarkMaryellen WeimerJo A. Tyler and Ann L. SwartzRandee Lipson LawrenceChristine JarvisElizabeth Kasl and Lyle YorksPatricia Cranton and Chad HogganDorothy EttlingEdward W. Taylor and Patricia Cranton

About the Editors	p. ix
About the Contributors	p. xi
Part 1 Setting the Context	p. 1
1 Transformative Learning Theory: Seeking a More Unified Theory	p. 3
2 Themes and Variations of Transformational Learning: Interdisciplinary Perspectives on Forms That Transform	p. 21
3 A Critical Review of Research on Transformative Learning Theory, 2006-2010	p. 37
4 Studying Transformative Learning: What Methodology?	p. 56
5 Learning to Think Like an Adult: Core Concepts of Transformation Theory	p. 73
Part 2 Exploring the Theory of Transformative Learning: Diverse Perspectives	p. 97
6 Mezirow's Theory of Transformative Learning from 1975 to Present	p. 99
7 Nurturing Soul Work: A Jungian Approach to Transformative Learning	p. 116
8 Critical Theory and Transformative Learning	p. 131
9 Transformative Learning: A Developmental Perspective	p. 147
10 Deep Transformation: Forging a Planetary Worldview	p. 162
11 Transformative Learning and the Challenges of Complexity	p. 178
12 Transforming Transformative Learning Through Sustainability and the New Science	p. 195
13 An Existential Approach to Transformative Learning	p. 212
Part 3 Transformative Learning: Culture, Positionality, and International Perspectives	p. 229
14 Cultural-Spiritual Perspective of Transformative Learning	p. 231
15 Women and Transformative Learning	p. 245
16 Positionality and Transformative Learning: A Tale of Inclusion and Exclusion	p. 260
17 Transformative Learning Theory: A Perspective from Africa	p. 274
18 Transformative Learning in Europe: An Overview of the Theoretical Perspectives	p. 289
19 International and Community-Based Transformative Learning	p. 304
Part 4 Transformative Learning: Central Concepts and Settings	p. 321
20 Critical Reflection and Transformative Learning	p. 323
21 The Role of Experience in Transformative Learning	p. 342
22 Group Work and Dialogue: Spaces and Processes for Transformative Learning in Relationships	p. 355
23 Transformative Learning in the Workplace: Leading Learning for Self and Organizational Change	p. 373
24 Fostering Transformative Learning in Higher Education Settings	p. 388
25 Fostering Transformative Learning Online	p. 408
Part 5 Fostering Transformative Learning: Practices and Ethics	p. 423
26 Transformation as Embodied Narrative	p. 425
27 Learner-Centered Teaching and Transformative Learning	p. 439
28 Storytelling and Transformative Learning	p. 455
29 Transformative Learning Through Artistic Expression: Getting Out of Our Heads	p. 471
30 Fiction and Film and Transformative Learning	p. 486
31 Learning to Be What We Know: The Pivotal Role of Presentational Knowing in Transformative Learning	p. 503
32 Evaluating Transformative Learning	p. 520
33 Educator as Change Agent: Ethics of Transformative Learning	p. 536
Part 6 Reflecting on the Future of Transformative Learning	p. 553
34 Reflecting Back and Looking Forward	p. 555
Name Index	p. 575
Subject Index	p. 588

Available:*

On Order

Summary

Summary

Author Notes

Table of Contents