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題 名 | 一個新的學習典範:觀點轉化學習理論=A New Learning Paradigm: Theory of Perspective Transformation Learning |
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作 者 | 陳明蕾; | 書刊名 | 成人教育學刊 |
卷 期 | 3 1999.12[民88.12] |
頁 次 | 頁1-31 |
分類號 | 521.12 |
關鍵詞 | 梅齊羅; 觀點轉化學習; 成人學習; 解放學習; Mezirow; Theory perspective transformation learning; Adult learning; Emancipatory learning; |
語 文 | 中文(Chinese) |
中文摘要 | 近來,梅齊羅的觀點轉化學習理論之所以受到國內外成人教育學者的重視,乃是 因為此一理論提供了實踐解放學習的可能。該理論自1960年代初期開始萌芽發展,之後受到 建構主義、批判理論、解構主義、認知心理學等理論的影響,其理論架構才逐漸清楚,直到 90年代初期該理論才算發展成熟。 整體而言,該理論論述的重點可大分為認識論和方法論兩部份,前者探討的範圍有意義 結構的內涵、成人學習的類型、反省的型式、以及轉化學習的過程;後者則是關注於促進個 體觀點轉化學習的意義觀點的策略與技術。而意義結構即是該理論的核心觀念,並主張以批 判反省的取向為做為成人學習的主要重點,期使成人能自因扭曲的社會文化所形成的心理束 縛中解放出來,並完成自我實現的理想。此理論的提出不僅有別於學習者導向或是學科導向 的學習理論,並且為學習者提供了一條自扭曲意義觀點解放出來的可能途徑。此外該理論也 為教育工作者開啟了另一個視野,它不僅提醒教育工作者當注意單純的需求評估所可能犯下 的錯誤,它更具體的提出促進解放學習的一些具體策略。然而美中不足之處即是,梅齊羅並 未就該理論的概念進行基本假設的批判反省,以至造成該理論之不確定性與不周全。 |
英文摘要 | The Theory of Perspective Transformative Learning, developed by Jack Mezirow, offers the possibility to practice emancipatory learning. As a result, adult educators around the world have paid much attention to it in recent years. The theory was developed in the early 1960s. It matured in early 90s, under the influence from structuralism. criticism, deconstruction and cognitive psychology. Generally speaking, the theory consists of two parts:epistemology and methodology. The former discusses the content of meaning sturcture, the models of adult learning, the types of reflection, and the process of transformation learning; the latter is concerned with the strategy and technology to promote the individual's meaning perspective of transformation learning. The theory of perspective transormation learning differs from the learner approach or the subject approach in that it offers the possibility to free the learner from distorted meaning perspectives. In addition, the theory also provides a new perspective for educators, reminding educators that simplified evaluation may result in mistakes. It also provides concrete strategies aimed at promoting emancipatory learning. Meizrow, however, did not subject his theory to hypothetical criticism, thus resulting in the theory being uncertain and incomplete. |
本系統中英文摘要資訊取自各篇刊載內容。