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Conditions that lead to transformati...

Kurtis, Joseph W.

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Conditions that lead to transformative learning and development in adults.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Conditions that lead to transformative learning and development in adults./
作者:	Kurtis, Joseph W.
面頁冊數:	251 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-11(E), Section: B.
Contained By:	Dissertation Abstracts International77-11B(E).
標題:	Developmental psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10116292
ISBN:	9781339777603

Conditions that lead to transformative learning and development in adults.
Kurtis, Joseph W.

Conditions that lead to transformative learning and development in adults. - 251 p.

Source: Dissertation Abstracts International, Volume: 77-11(E), Section: B.

Thesis (Ph.D.)--Fielding Graduate University, 2016.

This dissertation explores conditions designed to foster transformative learning and development in adults. Although a significant body of research exists on both transformative learning and development, research into the conditions that promote adult development has received less attention. This study examines developmental conditions through the lived experiences of 12 teachers of the Hoffman Process, a resident-based personal development program. The literature that informs this study considers three primary bodies of research---group process and encounter, transformative learning theory, and constructivist theories of development. Understanding the conditions operating within the Hoffman Process requires context from these diverse literatures.

ISBN: 9781339777603Subjects--Topical Terms:

516948
Developmental psychology.

Conditions that lead to transformative learning and development in adults.
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245 1 0 $a Conditions that lead to transformative learning and development in adults.
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500 $a Source: Dissertation Abstracts International, Volume: 77-11(E), Section: B.
500 $a Adviser: Judith Stevens-Long.
502 $a Thesis (Ph.D.)--Fielding Graduate University, 2016.
520 $a This dissertation explores conditions designed to foster transformative learning and development in adults. Although a significant body of research exists on both transformative learning and development, research into the conditions that promote adult development has received less attention. This study examines developmental conditions through the lived experiences of 12 teachers of the Hoffman Process, a resident-based personal development program. The literature that informs this study considers three primary bodies of research---group process and encounter, transformative learning theory, and constructivist theories of development. Understanding the conditions operating within the Hoffman Process requires context from these diverse literatures.
520 $a Through field observation, narrative inquiry, and semi-structured interview, this qualitative study explores developmental pathways, including participants' views, about what conditions promote moments of development. Based upon participant descriptions, the following four findings emerged: (a) environmental conditions, (b) facilitated conditions, (c) group process, and (d) Process structural conditions. The study further reveals that no solitary condition or facilitated holding space, by itself, is sufficient to promote transformative learning and development. Instead, a complex interaction of created conditions and emergent factors appears to be required to catalyze the type of development the Hoffman Process is designed to promote.
520 $a This study contributes to transformative learning theory by exposing the nature of conditions designed to facilitate meaningful adult development. By exploring group processes designed to facilitate transformative learning, this study bridges the gap between rational theorists and those who promote more holistic models of transformative learning.
590 $a School code: 1503.
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710 2 $a Fielding Graduate University. $b The School of Human and Organization Development. $3 1670280
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