Chapter 3

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Chapter 3

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Summary of Robert Kegans Transformational Learning Theory

Robert Kegan is a psychologist working as a professor at Harvard University. He had an interest in transformations. The concept of transformation from one particular stage to another, served as muse for him to take over Jack Mezirows work. Jack gave the theory of transformative learning. ADDIN ZOTERO_ITEM CSL_CITATION citationIDa37a1fcsns,propertiesformattedCitation(Mezirow, 2018),plainCitation(Mezirow, 2018),citationItemsid132,urishttp//zotero.org/users/local/zTPHp9Do/items/8IB8LGIJ,urihttp//zotero.org/users/local/zTPHp9Do/items/8IB8LGIJ,itemDataid132,typechapter,titleTransformative learning theory,container-titleContemporary Theories of Learning,publisherRoutledge,page114-128,authorfamilyMezirow,givenJack,issueddate-parts2018,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Mezirow, 2018)

Transformation states any kind of change or method. Renowned amid assimilative processes, within which novel familiarities are formed to adapt present knowledge structures. On the other hand, accommodative processes, within which the structures change to give a response to novel experiences. The irony here is, the transformation has a broad assimilated language, which in return puts it in risk of losing its transformational prospects.

It should be kept in mind that there is a big difference between transformational sort of learning and informational sort of learning. However, both carry value in various disciplines, fields and learning activities. It is also necessary to understand the form which is experiencing transformation. There is no transformation without a form. Transformational learning if not always, but is mostly in the light of the theory of the knowledge, rather than, a difference in learning range. It can also be an escalation in the fund of knowledge or amount.

The concept of transformational learning while requires to be precise by keeping an explicit focus on the epistemological, it should also be made vast by including the entire lifecycle. Transformational learning is not restricted wholly to adult education or adulthood. The adult educators who have a curiosity for transformational learning, need to understand their students better. Recent epistemologies should not create a design that unexpectedly presume a students potential, that their design may encourage. Adult educationalists need to distinguish the type of learners specific needs for transformational learning. They need to not only understand their students better, but they need to have a better idea of recent epistemologies and epistemological complications.

Yrjo Engestron Work and Theory of Expansive Learning

Yrjo Engestron basically laid the foundation for his theoretical work based on the cultural-historical approach, or some like to call it activity-theoretical approach to cerebral development and learning. It first came into existence in the Soviet Union. The theory of cultural-historical activity advanced via three generations worth of research. In his paper of Expansive Learning, he intertwined his methodology with Briton Gregorys system theoretical work. He combined his method on conundrum circumstances and learning stages. This instigated the concept of conflicts. ADDIN ZOTERO_ITEM CSL_CITATION citationIDa188sobli6u,propertiesformattedCitationrtf (Engestruc0u246m, Lompscher, Ruc0u252ckriem, 2016),plainCitation(Engestrm, Lompscher, Rckriem, 2016),citationItemsid133,urishttp//zotero.org/users/local/zTPHp9Do/items/F3CQGX5L,urihttp//zotero.org/users/local/zTPHp9Do/items/F3CQGX5L,itemDataid133,typebook,titlePutting activity theory to work Contributions from developmental work research,publisherLehmanns Media,volume13,ISBN3-86541-872-4,authorfamilyEngestrm,givenYrj,familyLompscher,givenJoachim,familyRckriem,givenGeorg,issueddate-parts2016,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Engestrm, Lompscher, Rckriem, 2016)

Take whatever theory of learning that comes to the mind, no matter what, it will need to give the answer of four questions. Number one question is who are the targeted subjects of the learning, and how one can define them and locate them The second question why do they have the need to learn, and how do they make an effort to do so Third question what are their learnings, and what results and content does learning initiate Lastly and the fourth question how can one go through with learning, and what are the main actions of procedures of learning These four questions serve to understand the expansive learning theory.

Before an individual jumps to expansive theory, it is essential to go through the progress and five pivotal ideas of activity theory. The five ideas paired with the four questions will help understand the expansion theory better. The theory of expansion learning is fundamentally the process of learning paired with expanding done in regards to activity theory.

Theory of expansive learning originally was put on wide-ranged transformations inclusive in the activity system. At times the wide-reaching transformations would distance over the age of years. In the expansion approach, learning takes place on a massive and lengthier viewpoint of a third dimension. The third dimension, is basically the dimension of activity development. ADDIN ZOTERO_ITEM CSL_CITATION citationIDauss0r59o,propertiesformattedCitationrtf (Engestruc0u246m, 2018),plainCitation(Engestrm, 2018),citationItemsid134,urishttp//zotero.org/users/local/zTPHp9Do/items/LYGZADHI,urihttp//zotero.org/users/local/zTPHp9Do/items/LYGZADHI,itemDataid134,typechapter,titleExpansive learning Towards an activity-theoretical reconceptualization,container-titleContemporary theories of learning,publisherRoutledge,page46-65,authorfamilyEngestrm,givenYrj,issueddate-parts2018,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Engestrm, 2018)

References

Mezirow, J. (2018). Transformative learning theory. InContemporary Theories of Learning(pp. 114-128). Routledge.

Engestrm, Y., Lompscher, J., Rckriem, G. (Eds.). (2016).Putting activity theory to work Contributions from developmental work research(Vol. 13). Lehmanns Media.

Engestrm, Y. (2018). Expansive learning Towards an activity-theoretical reconceptualization. InContemporary theories of learning(pp. 46-65). Routledge.

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