Abstract
This chapter explores how the concept of “embodiment” can expand the theory of transformative learning, and inform its facilitation. In Transformative Dimensions of Adult Learning (1991), Jack Mezirow proposed a theory of learning in which the learner shifts significant sets of beliefs and assumptions, predominantly through critical reflection and discourse. Over the years, transformative learning theory has evolved to accommodate expanded roles for elements of learning such as emotion, intuition, and even spirituality. Lakoff and Johnson’s work in embodied knowledge demonstrates all constructed meaning is embodied, even that which is arrived at rationally. Using my experience as the director of a women’s self-defense and empowerment program, I seek to demonstrate how embodiment is a key to transformative learning, and how it can enhance transformative learning practices.
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Notes
- 1.
While Cranton used “self-perception” here we use “self-concept” to differentiate the meaning schemes we have about ourselves from the psychological theory of self-perception.
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Schlattner, C. (2022). The Embodying of Transformative Learning. In: Nicolaides, A., Eschenbacher, S., Buergelt, P.T., Gilpin-Jackson, Y., Welch, M., Misawa, M. (eds) The Palgrave Handbook of Learning for Transformation. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-84694-7_46
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