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Integrated Perspectives of the Transformative Learning Theory : Factorial Analysis and Teaching Strategies

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한국성인교육학회 (The Adult & Continuing Education Of Korea)|2006.08|Andragogy Today: Interdisciplinary Journal of Adult & Continuing Education (IJACE)|제9권 제3호|pp. 187-209

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전환학습Perspective Transformation관점전환Transformative Learning Theory주관적 요인Subjective Factors

초록

이 연구는 메지로 (Mezirow)의 전환학습이론을 통합적인 관점에서 분석하였다. 전환학습이 발표된 이후 전환학습이론에 대한 많은 실증적 연구들이 밝히고 있는 것은 학습의 과정에 작용하는 요인들이 객관적인 것뿐만 아니라 주관적인 요소들도 학습자의 관점전환에 중요한 영향을 미친다는 것이다. 문제는 전환학습을 야기 시키는 요소들을 밝히는 데 초점이 있었지 그것들을 실제 평생교육현장에 어떻게 활용하는가에 대한 연구가 부족하다는 것이다. 특히 한국적 상황에서의 연구는 거의 이루어지지 않고 있다.전환학습을 전체적으로 이해하기 위해서는 객관적인 요소뿐만 아니라 주관적인 요소들을 인정해야 하며 이런 요소들을 가지고 평생교육 현장에서 전환학습을 촉진시키기 위하여 활용할 필요가 있다. 비평적 성찰과 이성적 담론을 비롯하여 감정, 관계 (우정, 멘토링, 모델링), 영성, 직관 같은 주관적인 요소들이 전환학습과정에 중요한 역할을 수행한다. 성인교육가는 학습자들이 전환학습을 유발 시킬 수 있는 위기나 딜레마에 처했을 때 그들의 상황을 잘 극복할 수 있도록 지원적 관계의 공동체를 통하여 그들의 감정적인 면들을 잘 처리할 수 있도록 해주어야 한다. 전환학습을 위한 교육의 환경은 비강압적이며 상호신뢰와 존중이 있고 개방적이며 겸손과 사랑이 있는 곳이어야 한다. 저널작성, 사례연구, 비판적 토론, 역할극, 비판적 질문 등의 교수전략들을 사용하여 학습자들이 그들의 의미체계들을 점검, 확인, 도전 및 전환시켜나갈 수 있다. 마지막으로 성인교육자들은 학습자들의 수정되거나 전환된 의미체계들을 가지고 실천해 볼 수 있는 기회를 제공해야 한다.

Abstract

Transformative learning theory has been a key adult learning theory, however, it has received criticism, mainly developed from the Western epistemology. Empirical studies have suggested various factors related to transformative learning. The findings show that perspective transformation can take place not only through objective factors, but also subjective ones. Thus, transformative learning theory should incorporate emotion, intuition, spirituality, and relationship (friendship, modeling, mentoring, support group) as well as critical reflection and discourse. Implications in line with transformative learning in adult and continuing education are suggested. Adult educators should value the subjective aspect of transformative learning and devise a strategy to incorporate them. The most crucial part of practicing transformative learning is to build an ideal learning context where learners are to express their experiences without any coerce. Adult educators should respect learners, show love, trust and humbleness, teaching them basic knowledge and skills that is necessary to practice transformative learning.

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