Transformational Learning For Adult & Continuing Education

INTRODUCTION This article describes the theoretical foundations and functions of programs designed to support admission to higher education programs along with adults who do not have high school diploma (over 19 years of age). The mission of the program is done in two stages. The first phase will assist adult students with GED exam preparation materials and help them pass the exam. The second phase is completed after completing Phase 1. At this stage, you can manage a series of university preparation courses, help students take the entrance examination for university, and start a university degree acquisition certificate acquisition program.

Jack Mezirow is an emeritus professor of adults and continuing education at Teachers College of Columbia University. His research on transformational learning theories evolved into adulthood has led to continuous movement in adult education over the past two decades. He lectured on transformational learning at many American universities and 15 other countries. His work includes changes in learning (co-authored with colleagues, 2000), the dimension of change in adult learning (1992), and the development of important reflections during adulthood (co-author with colleagues, 1991) I will.

In this article, we introduce epistemology of transformational learning in adult education. Conversional learning is understood as a unique adult form of metacognitive reasoning. Inference is the process of providing causes, especially supportive beliefs, and advancing and evaluating what leads decisions. Faith is reasonable based on justifiable reasons. The reasoning process may include implicit knowledge of abilities, skills, abilities, and so on. In this article, we explore the nature of reasoning in the context of critical dialectic discourses - the subjective process of inter - communication learning in adults' beliefs - and the influence it has on democratic citizenship and adult education.

The theory of transformational learning is still a growing field of adult learning research and is very important for adult educational practice. This growth is so important that it provides a leadership practice that seems to replace the main educational philosophy of adult education, based on empirical research, and backed by good theoretical assumptions. In addition, as discussed above, alternative concepts of transformational learning are being formed that allow scholars and educators to challenge transcendent learning defined by Mezirow. These alternative ideas provide new insight and encourage more research in the field of transformational learning.