Transformative Learning as a Factor of Lifelong Learning by the Example of Vocational Education in Canada

• Authors: Yuliana Lavrysh
• Languages of publication: EN

Abstracts

EN

The characteristics of transformative learning as a factor of life-long learning have been presented in the article. The paper offers analysis of foreign theorists and practitioners’ views on transformative learning at Canadian universities. A special attention has been paid to the exploration of transformative learning methods and techniques implemented during vocational training at universities. The analysis of theoretical background evidences that the transformative learning concept is based on the theory of person’s transformations depending on the life experience, cognitive development and critical reflection skills. The significance of transformative learning concepts implementation into Ukrainian educational process has been substantiated. The main principles of transformative learning have been described (education, science and manufacture integration, selfrealization through values and assumption transformation, focus on dialogue and critical self-reflection). The key elements of transformative learning have been determined, namely, disoriented dilemma, critical reflection and rational discourse. The importance of nonformal and non-linear educational techniques implementation has been proved.

Keywords

EN

adult learning; transformative learning; critical reflection; non-linear learning; rational discourse; empirical learning; non-formal learning.

• Publisher: Sciendo
• Journal: Comparative Professional Pedagogy
• Year: 2015
• Volume: 5
• Issue: 4
• Pages: 62-67

Dates

published

2015-12-01

online

2015-12-30

Contributors

author

Yuliana Lavrysh

• National Technical University of Ukraine “Kyiv Polytechnic Institute” Address: 37 Peremohy Ave, Kyiv, 03056, Ukraine

References

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Identifiers

DOI

10.1515/rpp-2015-0067