Emeritus Professor of Adult and Continuing Education at Teachers College, Columbia University. Dr. Mezirow is widely acknowledged as the founder of the concept of transformative learning, which was advanced by Confucius 2,000 years ago in China. To be exact, Mezirow popularized the concept of transformative learning whose chief component is perspective change via critical reflection.
Published in Chapter:
Collective Transformation of Three Generations of Chinese Adult Learners in K-20 Education
Viktor Wang (Florida Atlantic University, USA), Marianne Robin Russo (Florida Atlantic University, USA), and Karen M. Fay (Florida Atlantic University, USA)
Copyright: © 2013
|Pages: 15
DOI: 10.4018/978-1-4666-4249-2.ch048
Abstract
Drawing on the theory of transformational learning, its critique by other scholars, and the transformational experiences of three generations of Chinese adult learners, this chapter proposes an extension of transformational learning theory: external forces may lead to collective transformation and emancipation in addition to individual transformation and emancipation (Marx, 1890/1929). This research will formulate the basics needed to transform a society, which are critical thinking skills, a leader-membership exchange and the transformative connection, and lastly, the fusion of collective identity, social movements, and political actions. The research will use these basics to highlight the Chinese journey in the 20th century. During the Great Leap Forward and the Great Cultural Revolution when political objectives took precedence over educational ones, adult learners were collectively and massively transformed in the same direction at the same pace on the same scale. While these collective transformations had devastating effects on China’s education system, in the Post-Mao era when science and technology dominate China’s academic world, positive expressions of collective transformation and emancipation are possible.