Extension of transformative learning theory: focusing on learning of adults with physical disabilities

2019 Fiscal Year Final Research Report

• Project/Area Number: 19K20957
• Project/Area Number (Other): 18H05765 (2018)
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Multi-year Fund (2019); Single-year Grants (2018)
• Review Section: :Education and related fields
• Research Institution: Oita University
• Principal Investigator: Masaki Haruka 大分大学, 高等教育開発センター, 講師 (00819831)
• Project Period (FY): 2018-08-24 – 2020-03-31
• Keywords: 変容的学習 / 成人学習論 / 障害者 / ナラティヴ

Outline of Final Research Achievements

In this study, transformative learning theory is re-examined by focusing on the how transformative learning theory which sheds light on storytelling and embodied knowledge. Earlier transformative learning theories tend to focus on the cognitive and rational dimensions of learning, at the expense of the emotional and social dimensions. In order to deepen the understanding of the emotional and social dimensions of transformative leaning, narrative learning theory and somatic learning theory were utilized as complementary theories. those studies suggested that transformative learning theory has a potential to empower people suffering from difficulties.
This study contributes to the development of the theoretical study of transformative learning by exploring the various roles of educators and learners from a novel perspective and allowing for a theoretical comparison of discussions about transformative learning in adult education and other various fields.

Free Research Field

社会教育学

Academic Significance and Societal Importance of the Research Achievements

本研究では、文献調査をもとに、障害者の学習を支援する専門職の養成プロセスと、障害当事者が主体性を行使するための条件を比較しつつ、学習者の社会規範が変容的学習に及ぼす影響を検討した。その結果、当初から社会変革を目的として行おうとする学習に比して、学習者の身体性と社会規範の関連を再検討する学習の方がより学習者の主体性の行使に結びつく可能性が高いことが明らかになった。これにより、これまでの研究では十分ではなかった学習という視点を用いて障害者運動を分析する可能性を切り開くとともに、実践に対する新たな視座を得たことが本研究の成果として挙げられる。