https://doi.org/10.20339/AM.09-17.064
A.M. Tatarintseva is Dr.Sci. (Pedagogy), prof. at Baltic International Academy, Riga, Latvia e-mail.ru: A_tatarinceva@inbox.lv; M.G. Sergeeva is Dr.Sci. (Pedagogy), doc. e-mail: sergeeva198262@mail.ru, and N.L. Sokolova is Cand.Sci. (Philology), doc., director of institute e-mail: oushkate@mail.ru
at Institute of Foreign Languages of Russian University of Peoples’ Friendship
Researched is the type of getting knowledge, called “Transformative learning”, created by known scientist Mezirow. Corresponding type of getting knowledge is one of the most influential theory of learning in contemporary life-long education. Described is mechanism of transformative learning, representing the process of self-reflection, occurring at several stages, including reflection, interpretation, ideas. Noted is, that modern continuous learning propose changes, which might be changes in understanding of people, and also changes in their perception and behavior.
Key words: continuous learning, critical thinking, meaning, perception, transformation, transformative learning, interpretation, experience, persuasions, values, competence.
References
1. Anderson, R.D. 1996. Reforming Science Teaching. N.Y.: Springer.
2. Boyd, R.D. & Myers, J.G. 1988.Transformative learning. International Journal of Lifelong Education, no. 7, pp. 261–284.
3. Burge & Roberts. 1998.Technology and Adult Learning. CA: McCRAW-HILL.
4. Cranton, P. 1994. Understanding and promoting Transformative Learning. USA: JOSSEY BASS.
5. Dirkx, J.M. 1998. Knowing the Self Through Fantasy: Towards a Mytho-poetic View of Transformative Learning. USA: TX.
6. Dunn, R. 1993. Teaching Students Through Their Individual Learning Styles. N.Y.: PRENTICE HALL.
7. Dweck, C. 1989. Motivation and Emotion. N.Y.: ACADEMIC PRESS.
8. Garner, J. 1974. Interacting and Separable Perceptual Dimensions. UK: CAMBRIDGE UNIVERSITY PRESS.
9. Grabov, V. 1997. Many Facets of Transformative Learning Theory. CA: JOSSEY BASS.
10. Hardrove, R.A. 1998. Mastering the Art of Creative Collaboration. N.Y.: McCRAW-HILL.
11. Jacoby, M. 1990. Individualisation and Narcissism: The Psychology of the Self in Jung and Kohut. London: ROUTLEDGE.
12. Jung, C. 1921. Psychological Types. N.Y.: HARCOURT BRACE.
13. Klausmeier, C.A. Concept Learning and Concept Teaching. N.Y.: ACADEMIC PRESS.
14. Kolb, D. 1985. Experiential Learning. N.Y.: PRENTICE HALL.
15. Loughlin, K. 1993. Women’s Perceptions of Transformative Learning Within Consciousness Raising. CA: MELLEN RESEARCH UNIVERSITY PRESS.
16. McCombs, 1996. Building Consensus. USA: TX.
17. Mezirow, J. 1978. Perspective Transformation. Adult Education, no. 28, pp. 100–110.
18. Mezirow, J. 1991, 1995. Transformative Dimensions of Adult Learning. CA: JOSSEY BASS.
19. Milgram, R. 1999. Ideational Fluency as a Predictor of Original Problem-Solving. USA: CHARLES THOMAS.
20. Pintrick, R. & Schunk, D. 1996. Motivation in Education. N.Y.: MERRIL PRENTICE HALL.
21. Scott, S. 1997. The Grieving Soul in the Transformative Process. CA: JOSSEY BASS.
22. Singley, M & Anderson, J.R. Learning and Transfer of Cognitive Skills. Cambridge: HARVARD PRESS.
23. Skehan, P. 1989. A Cognitive Approach to Language Learning. UK: OXFORD UNIVERSITY PRESS.
24. Spolsky, B. 1989. Conditions for Second Language Learning. UK: OXFORD UNIVERSITY PRESS.
25. Taylor, E. 1998. The Theory and Practice of Transformative Learning. USA: SUNY PRESS.
26. Thorndike, E. 1932. The Fundamentals of Learning. N.Y.: PAUL CHAPMAN.
.png)
