전환학습이론: 고등교육기관에서 중년여성학습자의 의미구조의 변화
Transformative Learning Theory: Changes in Meaning Structures Among Middle-aged Women in Higher Education
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고등교육기관에 재학 중인 30명의 중년 여성학습자들을 대상으로 질적 연구방법을 사용하여 전환학습의 성격을 분석하였다. 학습자들이 인지, 정의, 행동적 영역에서 의미구조의 변화가 발생하였다. 이성적이며 개인중심적인 서구의 전환학습과 다르게 감정, 영성, 관계 등과 같은 주관적 요인들에 의해 관점전환이 발생하였다. 전환학습은 학업, 영적요인, 대인관계, 긍정적인 학교환경과 대학생활을 통하여 형성된 자아감의 상호작용에 의해 발생하였다. 학업과 대인관계를 통한 자신감과 자존감의 형성이 새로운 자아개념을 만들었고 이는 의미구조의 변화를 촉진시켰다. 메지로가 주장한 10단계의 관점전환 과정을 학습자들이 반드시 경험하지 않았으며 갈등이나 난국 같은 딜레마대신 긍정적인 학교경험을 통하여 향상된 자신감 및 자존감으로 인해 학습자는 자아를 더욱 긍정적으로 탐색하며 의미구조를 변화시켰다. 비판적 성찰과 이성적 담론 보다는 주관적 요인과 사회문화적 맥락에서 동화적, 무의식적, 전체적인 학습을 통하여 관점전환이 발생하였다. 관점전환의 결과는 자신감, 도전의식, 새로운 목표형성, 타자중심을 포함하는 새로운 정체성의 확립이다. 전환학습의 본질이 개인적, 이성적, 자율적 차원이기보다는 정서적, 관계적, 사회적 차원이며 사회문화적 맥락의 중요성이 확인되었다.
Abstract
A qualitative research was conducted in the framework of a higher education context and examined how that culture shaped the meaning making process. In-depth interviews were held with 30 middle aged women in a higher education. The participants experienced perspective transformation affiliated with more subjective factors. The participants have restructured their meaning structures through a positive culture of the higher education. The specific factors that affected the change of meaning structures are the role of emotion, spiritual intervention, relationship, and positive university environment. Enhanced self-confidence and self-esteem facilitated them to build a positive self-image. Positively changed self-image also helped the participants shift their meaning structures leading them into perspective transformation. The participants have not exactly experienced Mezirow's 10 stage of perspective transformation. Self-confidence and self-esteem acquired through academic achievement, support and acknowledgment fostered the change of points of view and habits of mind. Assimilative, unconscious, and whole person learning played a key role in perspective transformation. The result of perspective transformation was to build a new self-identity with self-confidence, new life goal, spiritual deepening, and other centered life. There is a necessity to incorporate subjective factors such as emotion, spirituality, mentoring, modeling, friendship, and group dynamics. It also should acknowledge the impact of social and cultural context in the process of perspective transformation. The nature of the transformative learning should focus more on relationship and social dimension rather than autonomous and individual approach.
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