Transformative Learning: From the Perspective of Holistic Education
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This article aims to explore transformative learning from three different perspectives: rational, imaginative, and spiritual, comparing the work of Mezirow, Boyd & Myers, Dirkx, and Tremmel. This study takes the research methodological approach with a comparative analysis of transformative learning based on the literature review within the context of holistic education. Without advocating the supremacy of one mode of knowing over the other, this article attempts to argue that we need to disrupt and transcend our binary model of conceptualizing knowledge, learning, and life and find new ways that will incorporate both the rational and the extrarational. This article also examines mindfulness which is a new approach to transformative learning that has been gaining popularity in recent years in the field of psychology and health. This article suggests that the learning process embedded in mindfulness practice is both holistic and transformative, and thus conducive to transcending the limitations of ego-based education.
Abstract
This article aims to explore transformative learning from three different perspectives: rational, imaginative, and spiritual, comparing the work of Mezirow, Boyd & Myers, Dirkx, and Tremmel. This study takes the research methodological approach with a comparative analysis of transformative learning based on the literature review within the context of holistic education. Without advocating the supremacy of one mode of knowing over the other, this article attempts to argue that we need to disrupt and transcend our binary model of conceptualizing knowledge, learning, and life and find new ways that will incorporate both the rational and the extrarational. This article also examines mindfulness which is a new approach to transformative learning that has been gaining popularity in recent years in the field of psychology and health. This article suggests that the learning process embedded in mindfulness practice is both holistic and transformative, and thus conducive to transcending the limitations of ego-based education.
참고문헌 (41)
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