Society seems in the midst of what many futurists, sociologists, and others predict will be chronicled as the transformation of industrial society, a theme discussed as the foundation of the study. According to Lewis Mumford, approximately six broad transformations have occurred in the history of humankind. Writing in 1956, he predicted that the next transformation would concentrate on our inner world to match our current externalism, and that learning would become the principal business of life. Based on this observation, lifelong learning and transpersonal psychology--two global movements rapidly evolving over the past decade--collectively address the composite ingredients which Mumford predicted as characteristic of, and essential to, a new transformation. / Accordingly, the underlying theme of the present inquiry was that both movements are manifestations of a much more fundamental transformation occurring in society-at-large, and that each has the potential to contribute to the other's growth. The main purpose of the study was to afford a comprehensive analysis and overview of both movements in order to understand their commonalities and complementarities, concentrating on the potential hypothetical contributions transpersonal psychology might offer to lifelong learning. The inquiry basically progressed through the following steps: (a) Exposition, (b) Analysis and synthesis, (c) Application, (d) Implications. / A comprehensive literature review provided the primary basis for an exposition of the lifelong learning movement, particularly since an elucidation and analysis of the concept-characteristics had already been explicated. Since the transpersonal field was not as well conceptualized, an identification of key contributors to the field was undertaken, followed by an intensive review and synthesis of their major publications. Based on these efforts, a five page conceptualization of the field was developed and sent to the identified group for verification/modification. The feedback received was incorporated into a refined, expanded version, which formed the basis of the chapter on transpersonal psychology. / Chapters One and Two, accordingly, presented an exposition of lifelong learning and transpersonal psychology, respectively, as two organized, collective movements. Chapter Three addressed the analytic and synthesizing components, juxtaposing the two movements in order to make their commonalities, particularly in reference to the coming transformation, more visible. Also, the various ways in which they might act in a complementary manner to each other were highlighted, emphasizing how transpersonal psychology complements and may contribute to lifelong learning. Chapter Four explored how transpersonal psychology may provide a foundation for structuring a depth dimension for lifelong learning to complement current articulation on vertical and horizontal dimensions. Vertical deals with society's responsibility to make learning opportunities available to individuals at all ages and stages of growth, while horizontal addresses the breadth of the movement, cutting across a spectrum of learning agents, spheres, and formats. The depth dimension, development of which was proposed by adult educator J. R. Kidd, would address a continuum of needs from simple to sublime. By applying the transpersonal framework to its articulation, the quality of life concept--an overarching aim of the movement--is addressed, recognizing that different definitions and descriptions will be given to both quality of life and lifelong learning at various points along the depth continuum. The combined use of Maslow's Hierarchy of Needs in conjunction with Gibb's Environment Quality (EG) Scale are proposed in this regard, thus incorporating both individual and societal growth in an integrated movement toward a learning society. In conclusion, Chapter Five offered implications and recommendations for further inquiry. / Source: Dissertation Abstracts International, Volume: 41-09, Section: A, page: 3834. / Thesis (Ph.D.)--The Florida State University, 1980.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74267 |
| Contributors | BOUCOUVALAS, MARCIE., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 469 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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