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ERIC Number: EJ1211874
Record Type: Journal
Publication Date: 2019-Apr
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1541-3446
Transformative Learning for Knowledge: From Meaning Perspectives to Threshold Concepts
Hodge, Steven
Journal of Transformative Education, v17 n2 p133-153 Apr 2019
Mainstream transformative learning emphasizes personally significant learning and liberation from limited ways of being in the world. Reflecting humanistic and emancipatory philosophical commitments, this emphasis can make it difficult to appreciate the transformative potential of learning for and by knowledge, a type of transformation adults can experience in the process of learning occupations and disciplines. The analysis presented in this article is prompted by a small, qualitative study of transformative learning that highlights the role occupational knowledge can play in triggering and bestowing meaning upon personal change. While mainstream transformation theory illuminates aspects of this learning, the alternative theory of "threshold concepts" accounts for the part played by formal knowledge. It is argued that transformation theory can be enhanced by threshold concepts theory when it is shown that the transformative potential of formal knowledge can be viewed as consistent with humanist and emancipatory principles.
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A