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Transformative Learning and Conceptual Change Theory: Distinct but Complimentary
Keywords
Transformative Learning; Conceptual Change Theory; Learning Theory and Practice
Session Abstract
Both Transformative Learning and Conceptual Change theory have been discussed for over 30 years. Despite being developed from different disciplines, drawn from largely different theory and literature, and being committed to different purposes, they share fundamental common ground. This session will highlight connections and propose significant utility for joint study.
Session Description
This session is important for those practice adult education in various contexts, as well as those who have an academic interest in the theoretical underpinnings of Conceptual Change theory (CCT), and its complex connections with Transformative Learning theory. Both Transformative Learning and Conceptual Change theory have been discussed for over 30 years. Despite being developed from different disciplines, drawn from largely different theory and literature, and being committed to different purposes, they share fundamental common ground. This session will highlight connections and propose significant utility for joint study.
Each of these approaches to education have much to offer with regards to facilitating meaningful change through discourse. While Conceptual Change theory has not been applied in this direction to the extent that Transformative Learning has, there are many powerful theoretical and practical aspects of CCT that can enhance existing Transformative Learning practices. This session will be meaningful for those interested in theory, practice, and research.