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Transformative learning. --- Perspective transformation --- Transformations (Adult learning) --- Transformative education --- Learning --- Critical pedagogy

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Time and the Rhythms of Emancipatory Education argues that by rethinking the way we relate to time, we can fundamentally rethink the way we conceive education. Beyond the contemporary rhetoric of acceleration, speed, urgency or slowness, this book provides an epistemological, historical and theoretical framework that will serve as a comprehensive resource for critical reflection on the relationship between the experience of time and emancipatory education. Drawing upon time and rhythm studies, complexity theories and educational research, Alhadeff-Jones reflects upon the temporal and rhythmic dimensions of education in order to (re)theorize and address current societal and educational challenges. The book is divided into three parts. The first begins by discussing the specificities inherent to the study of time in educational sciences. The second contextualizes the evolution of temporal constraints that determine the ways education is institutionalized, organized, and experienced. The third and final part questions the meanings of emancipatory education in a context of temporal alienation. This is the first book to provide a broad overview of European and North-American theories that inform both the ideas of time and rhythm in educational sciences, from school instruction, curriculum design and arts education, to vocational training, lifelong learning and educational policies. It will be of key interest to academics, researchers and postgraduate students in the fields of philosophy of education, sociology of education, history of education, psychology, curriculum and learning theory, and adult education. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Transformative learning. --- Time. --- Hours (Time) --- Geodetic astronomy --- Nautical astronomy --- Horology --- Perspective transformation --- Transformations (Adult learning) --- Transformative education --- Learning --- Critical pedagogy

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Exemplifying what it advocates, this book is an innovative attempt to retrieve the essay form from its degenerate condition in academic writing. Its purpose is to create pedagogical space in which the inner struggle of ˜lived experience' can articulate itself in the first person. Working through essays, the modern, ˜post-secular' self can guide, understand, and express its own transformation. This is not merely a book about writing methods: it has a sharp existential edge.  Beginning by defining key terms such as ˜self-transformation', Kwak sketches the contemporary debates between Jürgen Habermas and Charles Taylor on the status of religious language in the public domain, and its relationship to secular language. This allows her to contextualize her book's central questions: how can philosophical practice reduce the experiential rift between knowledge and wisdom? How can the essay form be developed so that it facilitates, as praxis, pedagogical self-transformation? Kwak develops her answers by working through ideas of George Lukács and Stanley Cavell, of Hans Blumenberg and Søren Kierkegaard, whose work is much less familiar in this context than it deserves to be.  Kwak's work provides templates for new forms of educational writing, new approaches to teaching educators, and new ways of writing methodology for educational researchers. Yet the importance of her ideas extends far beyond teaching academies to classroom teachers, curriculum developers - and to anyone engaged in the quest to lead a reflective life of one's own.

Philosophy --- Teacher education. Teacher's profession --- Curriculum development --- Teaching --- onderwijsfilosofie --- onderwijs --- curriculumontwikkeling --- lerarenopleiding --- lesgeven --- Education --- Essay --- Transformative learning --- Perspective transformation --- Transformations (Adult learning) --- Transformative education --- Learning --- Critical pedagogy --- Authorship

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This title examines the role that psychology (especially educational psychology) played in the transformation of American and Canadian classrooms and schools into sites for the self-development of students, creating an ideal image of the successful student as self-expressive, enterprising, and entitled to forms of education that recognize and cater to such expressivity and enterprise.

Educational psychology. --- Transformative learning. --- Self-actualization (Psychology) --- Growth, Personal --- Personal growth --- Self-improvement --- Self-realization (Psychology) --- Humanistic psychology --- Mental health --- Motivation (Psychology) --- Perspective transformation --- Transformations (Adult learning) --- Transformative education --- Learning --- Critical pedagogy --- Education --- Psychology

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The Handbook of Transformative Learning provides a comprehensive and critical review of more than three decades of theory development, research, and practice in Transformative Learning (TL). It will help adult educators understand what transformative learning is, distinguish it from other forms of learning, and foster it in their practice. The book covers five broad areas: historical, theoretical, practical, research, and future perspective. It is comprehensive, interdisciplinary, critical, reflective, and accessible to a wide audience of interested scholars, students, and practitioners. Co-edited by leading experts in the field with an advisory group of prominent authorities, this handbook is the leading resource for the field.

Transformative learning --- Adult learning --- Adult education --- Adults, Education of --- Education of adults --- Education --- Continuing education --- Open learning --- Andragogical learning --- Learning --- Perspective transformation --- Transformations (Adult learning) --- Transformative education --- Critical pedagogy