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Edward W. Taylor 《International Journal of Lifelong Education》2013,32(3):218-236
Transformative learning as explained by Mezirow in the field of adult education has been criticized as a process that is overly dependent on critical reflection, such that it minimizes the role of feelings and overlooks transformation through the unconscious development of thoughts and actions. This paper further substantiates these concerns by exploring the emotional nature of rationality and unconscious ways of knowing (implicit memory) from the field of neurobiology and psychology and offers a physiological explanation of the interdependent relationship of emotion and reason and the role of implicit memory in transformative learning theory. Recent research not only provides support that emotions can affect the processes of reason, but more importantly, emotions have been found to be indispensable for rationality to occur. Furthermore, brain research brings to light new insights about a form of long-term memory that has long been overlooked, that of implicit memory, which receives, stores, and recovers outside the conscious awareness of the individual. From implicit memory emerges habits, attitudes and preferences inaccessible to conscious recollection but these are nonetheless shapes by former events, influence our present behaviour, and are an essential part of who we are. Finally, based on these new insights for fostering transformative learning is discussed, revealing the need to include practices inclusive of ‘other ways of knowing,’ and more specifically, from the study of emotional literacy and multiple intelligences. 相似文献
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Jonathan Long suggests that current interpretations of values education are dominated by a number of ideas that appear to make attempts to achieve clarity and consensus extremely difficult. He argues that ‘essential to the successful development and promotion of values in a secular state educational system is a shifting of emphasis which enables us to see the context as an opportunity rather than a problem’. He goes on to suggest that schools should focus on what he describes as the ‘roots’ of values. In his view, these roots involve the questions ‘What is it to be human?’ and ‘What counts as human flourishing?’. Thus, schools must engage with issues of identity and direction. 相似文献
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Edward F. Ansello 《Educational gerontology》2013,39(3):211-218
Rural hospitals face difficult times as Medicare health insurance threatens their survival. A small community in Polk County, North Carolina, developed a program that was designed to take advantage of the Medicare skilled nursing benefit as a payment source and which can be implemented by any rural hospital that has Medicare-certified swing beds or distinct nursing facilities. This program involves the development of a special unit, the Restorative Care Unit (RCU), which provides subacute care to older adults. A major element in the RCU care system is a highly structured continuing education program for hospital staff. The continuing education component trains personnel to implement and manage the RCU care system using a team approach. The Appalachian Geriatric Education Center Consortium recognized the need for dissemination of this model of service. They took the concept, developed a curriculum and implemented it with eight rural hospitals. The purpose of this article is to describe in detail the RCU care system continuing education element, and present results from a qualitative and quantitative evaluation of the program. The stages of the development of the program are described, in addition to the content of the curriculum. 相似文献
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