Transforming Perspectives in Lifelong Learning and Adult Education - A Dialogue
von: Laura Formenti, Linden West
Palgrave Macmillan, 2018
ISBN: 9783319963884
Sprache: Englisch
330 Seiten, Download: 4767 KB
Format: PDF, auch als Online-Lesen
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| Preface | 7 | ||
| Acknowledgements | 12 | ||
| Contents | 13 | ||
| List of Figures | 15 | ||
| 1 Landscapes of Transforming Perspectives | 16 | ||
| Introducing ‘Trans-formation’ | 16 | ||
| Consumerism | 21 | ||
| Laura: My Learning Biography, Life Transitions and the Systemic Perspective | 24 | ||
| Linden, Desire Beyond Fragments | 30 | ||
| The Structure of the Book | 34 | ||
| What Do You See? A Metalogue on Difference | 42 | ||
| Ideas Around This Metalogue | 48 | ||
| 2 Form and Formlessness | 50 | ||
| Troubling Liquidity: An Outsider’s Perspective | 52 | ||
| Bauman Meets Bateson: Is It Still Possible to Learn How to Learn? | 58 | ||
| Challenges for Education: Giddens and Morin | 63 | ||
| Ways Forward | 66 | ||
| 3 On Perspective | 68 | ||
| Introduction | 68 | ||
| Transformative Learning as a Theory and Community: A Compositional Reading | 71 | ||
| Perspective Transformation in Mezirow’s Work | 73 | ||
| From Content to Context | 76 | ||
| A Therapeutic Learning? | 78 | ||
| A Practical Theory and Its Developments | 80 | ||
| Perspective: A Visual Metaphor | 81 | ||
| A Footnote | 87 | ||
| 4 Critical Perspectives on Transformation | 89 | ||
| Psychoanalysing Critical Theory? | 91 | ||
| The Frankfurt School | 93 | ||
| Troubling Transformative Learning | 95 | ||
| Illuminating the ‘Critical’ in Transformative Learning: Mathew, a Case Study | 99 | ||
| How Can We Read This Story, Critically? | 104 | ||
| Conclusions and Openings | 108 | ||
| Walking Out of a Doll’s House? A Second Metalogue | 110 | ||
| 5 A Difficult Business | 116 | ||
| A Biographical Pessimism? | 123 | ||
| The Structural Model | 124 | ||
| A Bad Press | 127 | ||
| Literature | 127 | ||
| A Broad Church: Object Relations and Intimate Perspectives on Transformation | 130 | ||
| Education and Psychoanalysis: Chalk and Cheese? | 142 | ||
| 6 Soul Work | 143 | ||
| Jung, Libido and the Divine in Us | 144 | ||
| Spielrein and Embracing Mutual Transformation | 147 | ||
| Into the Dark: Dante’s Journey of Death and Rebirth | 149 | ||
| Transformative Learning and Education: A Pedagogy of Transformation | 154 | ||
| A Case Study: The Transformative Play of the ‘Feminine and Masculine’ in Learning to Be a Doctor | 156 | ||
| Wanting to Be a Psychiatrist | 158 | ||
| Recovering Roots: How Telling One’s Story Entails Soul Work | 159 | ||
| Conclusion: Transformative Learning as Soul Work | 162 | ||
| 7 Body Matters | 164 | ||
| Sofia and Clues into a Transition—Laura’s Tale | 165 | ||
| Multiple Levels of Learning | 168 | ||
| A Relational Perspective and Learning in the Proximal System | 174 | ||
| Family Learning | 177 | ||
| Dis-connection: An Epistemological Mistake | 179 | ||
| Difference, Outlines and the Limits of Human Perception | 181 | ||
| After Bateson: The Contribution of Complexity | 183 | ||
| As Observing Systems, We Are Compromised | 184 | ||
| From Trivialization to Complex Education | 186 | ||
| To Conclude | 188 | ||
| 8 Popular Education and Democratization | 191 | ||
| Collective Disorientating Dilemmas | 195 | ||
| Leaders, and Beyond: A (His) Story of Workers’ Education | 196 | ||
| Workers’ Education and the Struggle for Democratic Transformation: Richard Henry Tawney and Raymond Williams | 198 | ||
| Tawney, Fraternity and the Idea of Social Transformation | 199 | ||
| An Experiment in the City | 200 | ||
| Raymond Williams, Building a Common Culture of Transformed Meanings | 204 | ||
| Freire, and Dialogic Transformative Action: Two Case Studies and Feminist Critiques | 206 | ||
| Italy, the ‘Two Churches’ and a Peaceful Popular Education | 209 | ||
| Danilo Dolci and Aldo Capitini | 212 | ||
| Social Transformation in the Seventies: The 150-Hours Scheme and Movements | 215 | ||
| Many Women | 220 | ||
| Concluding Thoughts | 222 | ||
| 9 Imagine | 224 | ||
| Every Woman Is an Artist: An Autoethnographic Exploration (Laura) | 228 | ||
| Linden, the Role of Story and Every Man (or Woman?) as a Performance | 232 | ||
| Abduction and the Reasons of the Heart | 235 | ||
| Composition and Contemplation: From Materiality to Self-Reflexivity, to Dialogue | 237 | ||
| The Need for Imagination in Education, and a Case Study | 243 | ||
| Conclusions | 246 | ||
| 10 The Spirit of Transformation | 250 | ||
| Slippery and Illusive Territory | 250 | ||
| The Power of Myth, and Ambivalence Towards Religion | 254 | ||
| Logos, Mythos and Religion | 254 | ||
| Spirituality and Sacredness Beyond Religion | 261 | ||
| Pilgrimage | 264 | ||
| Big Questions and the Transcendence of Ego | 267 | ||
| Mythology and the Origins of Fear | 270 | ||
| Materialism and the Spiritual | 271 | ||
| Keeping on Keeping on | 275 | ||
| Why Samsung? A Tale of Two Cathedrals, a Final Metalogue | 280 | ||
| Epilogue: So What? | 287 | ||
| Bibliography | 290 | ||
| Index | 312 |