Abstract
Major critiques of transformative learning theory refer to the theory as overly individual and that critical reflection is overly rational to the neglect of more emotional and interpersonal understandings of how adults make meaning. Building on the work of Mary Belenky and her colleagues, this chapter explores how connected and procedural knowledge help resolve the former critique. These ideas were acknowledged already in the work of Mezirow. And building on the work of Axel Honneth, we go beyond the ways in which Mezirow utilized Habermas to find ways of addressing the overly rational version of critical reflection by integrating interpersonal relations as presupposed by critical reflection. That the theory is too individual and too abstractly rational are redefined by taking into account connected knowing and interpersonal relationships of recognition.
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Fleming, T. (2019). Connected Knowing in Belenky and Honneth: Implications for Transformative Learning Theory. In: Fleming, T., Kokkos, A., Finnegan, F. (eds) European Perspectives on Transformation Theory. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-19159-7_3
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DOI: https://doi.org/10.1007/978-3-030-19159-7_3
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