Thesis (MPhil)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: Exploring emancipatory and transformative paradigms towards lifelong
learning in the new millenium confront facilitators of adult learning to reflect
critically on their own paradigms and practices of learning. Transformative
learning occurs in this process of revision and reflection and when it leads to
transformed meaning perspectives or change, emancipatory learning takes
place. This implies that the process of critical reflection can be seen as a key
to adult learning.
Out of this background the broad question arises of how facilitators of adult
learning can be prompted to engage in reflection on their own learning
journeys to playa role in uplifting the status of adult learning and to become
lifelong learners themselves. This study, in the form of a personal learning
journey, in the short term addresses this question by focusing on three levels
namely:
~ Exploring more relevant and alternative research approaches to the
field of adult learning
~ Exploring adult learning theory in a dialogical and reflective manner
~ Developing integrated and holistic models for adult learning and
lifelong learning in a constructivist and reflective manner.
In the long term the learning journey aims to effect a framework for the
narratives of other facilitators of adult learning in constructing meaning-making
in their processes of transformative and emancipatory learning.
A constructivist, biographical and dialogical approach is followed to engage
reflectively with my inquiry and aiming at creating emancipatory and transformative challenges for facilitators of adult learning. It invites facilitators
to respond in a critical, dialogical and reflective manner to their changing
environments and practices. Adult learning theory is explored in a dialogical
manner and an integrated and holistic model for adult learning is developed.
My learning journey thus challenges other facilitators of adult learning to
provide leadership in their practice by developing the ability to reflect critically
resulting in alternative ways of engaging with the challenges facing us towards
a learning millenium. / AFRIKAANSE OPSOMMING: Transformatiewe en Emansipatoriese Uitdagings vir Fasiliteerders van
Volwassene Leer: 'n Lerende Reis
Deur emansipatoriese en transformatiewe paradigmas op pad na lewenslange
leer in die nuwe millenium te eksploreer word fasiliteerders van volwassene
leer gekonfronteer om krities oor hul eie paradigmas en praktyke van leer te
reflekteer. Transformatiewe leer vind plaas in die proses van revisie en
refleksie en wanneer dit lei tot getransformeerde betekenis perspektiewe of
verandering, vind emansipatoriese leer plaas. Dit impliseer dat die proses van
kritiese refleksie as 'n sleutel tot volwassene leer gesien kan word.
Vanuit hierdie agtergrond ontstaan die breë vraag van hoe fasiliteerders van
volwassene leer geïnspireer kan word om te reflekteer oor hulle eie lerende
reise en daardeur 'n rol te speel in die opheffing van die status van
volwassene leer en om hulself lewenslange leerders te word. Hierdie studie,
in die vorm van 'n persoonlike lerende reis, spreek die vraag op die
korttermyn op drie vlakke aan, naamlik:
~ Eksplorering van meer relevante en alternatiewe
navorsingsbenaderings in die veld van volwassene leer
~ Eksplorering van volwassene leer teorie op 'n dialogiese en
reflektiewe wyse
~ Ontwikkeling van geïntegreerde en holistiese modelle vir
volwassene leer en lewenslange leer op 'n konstruktivistiese en
reflektiewe wyse.
Die lerende reis beoog om op die langtermyn 'n raamwerk vir die narratiewe
van ander fasiliteerders van volwassene leer daar te stel in konstruktiewe betekenismaking in hul prosesse van transformatiewe en emansipatoriese
leer.
'n Konstruktivistiese, biografiese en dialogiese benadering word gevolg ten
einde reflektief om te gaan met my ondersoek met die doelom
emansipatoriese en transformatiewe uitdagings aan fasiliteerders van
volwassene leer te stel. Fasiliteerders word uitgenooi om op 'n kritiese,
dialogiese en reflektiewe wyse te reageer op hul veranderende omgewings en
praktyke. Volwassene leer teorie word geeksploreer op In dialogiese wyse en
In geïntegreerde en holistiese model vir volwassene leer is ontwikkel.
My lerende reis konfronteer dus ander fasiliteerders van volwassene leer met
die uitdaging om leierskap daar te stel in hulle praktyk deur die vermoë te
ontwikkel om krities te reflekteer. Die resultaat hiervan is om oorweging te
skenk aan alternatiewe maniere van omgaan met die uitdagings wat ons in
die gesig staar op pad na 'n lerende millenium.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52040 |
| Date | 12 1900 |
| Creators | Engelbrecht, Jacobus Johannes |
| Contributors | Kapp, C. A., Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 82 p. |
| Rights | Stellenbosch University |
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