Mezirow a critical theory of adult learning and education

Interpreting the ideas of Jurgen Habermas, the nature of three generic domains of adult learning is posited, each with its own interpretive categories, ways of determining which knowledge claims are warranted, methods of inquiry as well as its own learning goals, learning needs and modes of educational intervention. Perspective transformation is seen as one of the learning domains and the domain most uniquely adult. The nature and etiology of perspective transformation is elaborated with particular focus on the function of reification and of reflectivity. Implications of a critical theory for self-directed learning and adult education are explored. A Charter for Andragogy is suggested.

https://eplace.han.nl/personal/lnde/Private%20Documents/dissertatie/literatuur/theoryofadultlearning.pdf

mijn notes

• nogal philosofisch stuk over drie domeinen van leren van Habermas: learning for task-related competence, learning for interpersonal understanding en learning for perspective tranformation
• de essentie is dat er drie leerdomeinen zijn met elk zijn leerdoelen en leerstrategien. educators focussen vooral op de eerste (this misconception has become so pervasive that the very definition of education itself is almost universally understood in terms of an organized effort to facilitate behavioral change.
• voor de andere twee domeinen zijn andere processen nodig.
• zelf-gestuurd leren in dit opzicht betekent dat je in alle drie de domeinen kan leren:
• a self-directed learner must be understood as one who is aware of the constraints on his efforts to learn. a self-directed learner has access to alternative perspectives for understanding his situation ans for giving meaning and direction to his life, has acquired sensitivity and competence in social interaction and has the skills and competencies required to master the productive tasks associated with controlling and manipulating the environment.