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A critical analysis of transformativ...

McEwen, Rhonda M.

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A critical analysis of transformative learning theory utilizing a social constructionist framework: Toward a theoretical model with implications.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A critical analysis of transformative learning theory utilizing a social constructionist framework: Toward a theoretical model with implications./
作者:	McEwen, Rhonda M.
面頁冊數:	193 p.
附註:	Adviser: Linda Cannell.
Contained By:	Dissertation Abstracts International67-06A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3221673
ISBN:	9780542745713

A critical analysis of transformative learning theory utilizing a social constructionist framework: Toward a theoretical model with implications.
McEwen, Rhonda M.

A critical analysis of transformative learning theory utilizing a social constructionist framework: Toward a theoretical model with implications. - 193 p.

Adviser: Linda Cannell.

Thesis (Ph.D.)--Trinity Evangelical Divinity School, 2006.

Finally, a comprehensive framework for transformative learning is proposed with educational and missiological implications for the church in mission to the world as well as recommendations for further study.

ISBN: 9780542745713Subjects--Topical Terms:

626632
Education, Adult and Continuing.

A critical analysis of transformative learning theory utilizing a social constructionist framework: Toward a theoretical model with implications.
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245 1 2 $a A critical analysis of transformative learning theory utilizing a social constructionist framework: Toward a theoretical model with implications.
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520 $a Finally, a comprehensive framework for transformative learning is proposed with educational and missiological implications for the church in mission to the world as well as recommendations for further study.
520 $a The concept of transformative learning has profound implications, not only for how we think about, but also for the way in which we "do" ministry. This study proposes a reconceptualization of the transformative process that takes into account the impact of the sociocultural context with implications for both theory and practice. Thus, the concern is to develop a multi-dimensional approach to transformative learning which gives explicit reference to both personal and social transformation. Such an approach requires a new conceptual model---one which is informed by an inquiry into transformative learning theory and the contribution of sociocultural contextual realities implied by a modified social constructionist framework.
520 $a In order to work toward such a model, this study engages in a critical analysis of the literature of transformative learning from a modified social constructionist perspective. First, it traces the origins of transformative learning theory with attention to how the current sociocultural milieu has informed both critique and ongoing evolution of the theory. Next, it examines the conceptual tools of a modified social constructionist framework and demonstrates how these could be used to inform an expanded understanding of transformative learning which gives explicit reference to both social and personal transformation. Then, it focuses on specific elements inherent in a broadened conceptualization of transformative learning which reflects both the personal and sociocultural realities affirmed by a modified social constructionist framework. In particular, it examines the relationship of transformative learning to social change as well as the role of critical reflection, dialogue, and social capital in the transformative process. These elements necessarily lend themselves to a view of transformative learning which reflects a dialectical relationship between individual and social transformation.
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