EDRD 3120 Chapter Notes - Chapter 2: Transformative Learning, Instructional Design, Cognitive Style

• School: University of Guelph
• Department: Environmental Design and Rural Development
• Course: EDRD 3120
• Professor: Susan Brown

Document Summary

Historically, adult education has been seen as a political movement a movement toward freedom and liberation that is both personal and social. This began to change in the 1990s as the attention of scholars in higher and adult education started to shift back to ideology critique and social change. Chapter 1 the context of transformative learning: Educators struggle to define the boundaries of the scope of their discipline. Meziro(cid:449)"s def"(cid:374) of tra(cid:374)sfor(cid:373)ati(cid:448)e lear(cid:374)i(cid:374)g: a pro(cid:272)ess (cid:271)(cid:455) (cid:449)hi(cid:272)h pre(cid:448)iousl(cid:455) u(cid:374)(cid:272)riti(cid:272)all(cid:455) assimilated assumptions, beliefs, values, and perspectives are questioned and thereby become more open, permeable, and better validated. Given the complexity of human differences, the divers contexts within which people live and work it is hard to delineate general characteristics of adult learning, but we want to prove that adult learning differs from child learning. Adult learning is also described as self-directed: the def"(cid:374)s of this are (cid:448)aried a(cid:374)d (cid:272)o(cid:374)fusi(cid:374)g, knowles: a process by which people made the instructional design decisions.