TITLE

Transformative Learning in the Context of Suicide Bereavement

AUTHOR(S)
Sands, Diana; Tennant, Mark
PUB. DATE
February 2010
SOURCE
Adult Education Quarterly;Feb2010, Vol. 60 Issue 2, p99
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
This article examines the experience of suicide bereavement through the lens of transformative learning. Its purpose is twofold: first, to analyse the dynamics of the grieving process and the transformative experience of the bereaved; second, to use this analysis to draw implications for theory, practice, and research on transformative learning. It is a study of the way in which those bereaved by suicide construct meaning about the self-volition of the death and their ongoing relationships with the deceased, themselves, and significant others. In common with transformative learning, this quest for meaning proceeds through discourse, dialogue, and the re-storying past events and relationships. While the study illustrates the general thrust of transformative learning theory, it also highlights some of its limitations as it is commonly expressed and conducted. These limitations are discussed in relation to the tension between cognition and affect, the role of relationships, and underlying conceptions of the self.
ACCESSION #
47875269

 

Related Articles

  • Measuring the Importance of Precursor Steps to Transformative Learning. Brock, Sabra E. // Adult Education Quarterly;Feb2010, Vol. 60 Issue 2, p122 

    Transformative learning has been important in the development of adult education since Jack Mezirow proposed it more than 35 years ago as a theoretical description of the steps learners undergo in changing their worldviews. However, despite much qualitative research, little quantitative study...

  • A DEVELOPMENTAL RE-FORMING OF THE PHASES OF MEANING IN TRANSFORMATIONAL LEARNING. Erickson, Diane M. // Adult Education Quarterly;Nov2007, Vol. 58 Issue 1, p61 

    In this study of peer instructors in three Learning in Retirement Programs, the constructivist elements embedded in Mezirow's theory of transformational learning are examined at the theoretical intersections of transformational learning and developmental constructivism, specifically the work of...

  • TRANSFORMATIONAL LEARNING IN BOTSWANA: HOW CULTURE SHAPES THE PROCESS. Merriam, Sharan B.; Ntseane, Gabo // Adult Education Quarterly;May2008, Vol. 58 Issue 3, p183 

    Transformational learning as presented by Jack Mezirow has been critiqued for its Western, rational, and cognitive orientation. This qualitative study was conducted in the African nation of Botswana and examines how that culture shaped the process. In-depth interviews were held with 12 adults...

  • Öğrenen Toplumunun OluÅŸturulmasında Dönüştürücü Öğrenme Teorisinin Din EÄŸitimine Yansımaları. ÇEKİN, Abdulkadir // Bartin University Journal of Faculty of Education;Summer2013, Vol. 2 Issue 1, p97 

    In this article, it has been discussed that the reflections of transformative learning theory as an approach for adult learning on religious education. Beginning with developing critical thinking skills among adults, the process of transformative learning included that the evaluations of adults...

  • TEORIE TRANSFORMATIVNÍHO UÄŒENÍ (SE) DOSPÄšLÝCH. DVOŘÁKOVÁ, MIROSLAVA // Studia Paedagogica;2012, Vol. 17 Issue 1, p59 

    In the second half of the 20th century, a number of theories on adult learning and education emerged. They aspired to explain and, by practical application, facilitate the adaptation of adults to the rapid social and technological changes which had begun to affect various aspects of human life...

  • Transformative Learning. Bouchard, Jennifer // Transformative Learning -- Research Starters Education;2014, p1 

    Transformative learning is the learning that takes place as a person forms and reforms meaning. This article provides an overview of the transformative learning theory developed by Jack Mezirow. The article provides an overview of Mezirow's theory and why it is appropriate for adult education....

  • Transformative Learning as an “Inter-Practice” Phenomenon. Hodge, Steven // Adult Education Quarterly;May2014, Vol. 64 Issue 2, p165 

    Transformative learning theory and practice-based theory both offer compelling but distinct accounts of adult learning. The vicissitudes of individual meaning-making is the focus of transformative learning theory whereas practice-based accounts view participation in social practices as the key...

  • Transformational Learning and Teacher Collaborative Communities. MCCOMISH, DAYNA; PARSONS, JIM // New Zealand Journal of Teachers' Work;2013, Vol. 10 Issue 2, p239 

    An abundance of literature on transformational learning and teacher professional learning communities (PLCs) exists; yet, few, in any, have linked the presence of one within the other. We believe Mezirow's Transformational Learning Theory should be acknowledged as a viable theoretical framework...

  • A Response to Michael Newman's "Calling Transformative Learning Into Question: Some Mutinous Thoughts". Cranton, Patricia; Kasl, Elizabeth // Adult Education Quarterly;Nov2012, Vol. 62 Issue 4, p393 

    The article presents a response to the article "Calling Transformative Learning Into Question: Some Mutinous Thoughts," by Michael Newman. The authors discuss Jack Mezirow's concept of transformative learning theory, review the flaws presented in Newman's work, and analyze the nine types of...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics