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008 170215s2004 xxu| s |||| 0|eng d
020 |a9781403982384|9978-1-4039-8238-4
024 7 |a10.1007/978-1-4039-8238-4|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLC71-188
072 7|aJNF|2bicssc
072 7|aEDU034000|2bisacsh
072 7|aJNF|2thema
082 04|a379|223
090 |aDK/30065
245 10|aLearning Toward an Ecological Consciousness|h[electronic resource] :|bSelected Transformative Practices /|cedited by E. O'Sullivan.
250 |a1st ed. 2004.
264 1|aNew York :|bPalgrave Macmillan US :|bImprint: Palgrave Macmillan,|c2004.
300 |aVI, 266 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
520 |aTransformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and permanently alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race and gender; our body awarenesses; our visions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy. The editors of this collection make several challenges to the existing field of transformative learning - the first is to theoreticians, who have attempted to describe the nature of transformative learning without regard to the content of transformative learning. The editors argue that transformative learning theory cannot be constructed in a content-neutral or context-free way. Their second challenge, which assumes the importance content for transformative learning, is to educators as practitioners. The editors argue that transformative learning requires new educational practices consistent with the content. Arts-based research and arts-based teaching/learning practices are one example of such new educational practices. Education for the soul, or spiritual practices such as meditation or modified martial arts or indigenous peoples' forms of teaching/learning, is another example. Each article in the collection presents a possible model of these new practices.
650 0|aEducation and state.
650 0|aChemistry, Organic.
650 0|aAstronomy.
650 0|aEducation|xPhilosophy.
650 0|aEducational sociology.
650 0|aTeachers|xTraining of.
650 14|aEducational Policy and Politics.
650 24|aOrganic Chemistry.
650 24|aAstronomy, Cosmology and Space Sciences.
650 24|aPhilosophy of Education.
650 24|aSociology of Education.
650 24|aTeaching and Teacher Education.
700 1 |aO'Sullivan, E.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781349551958
776 08|iPrinted edition:|z9781403963048
776 08|iPrinted edition:|z9780312295080
856 40|uhttps://doi.org/10.1007/978-1-4039-8238-4
912 |aZDB-2-PSD
912 |aZDB-2-SXS
950 |aPalgrave Social & Cultural Studies Collection (SpringerNature-41148)
950 |aSocial Sciences (R0) (SpringerNature-43726)