英语翻译A defining condition of being human is that we have to understand the meaning of our experience.For some,any uncritically assimilated explanation by an authority figure will suffice.But in contemporary societies we must learn to make our

英语翻译A defining condition of being human is that we have to understand the meaning of our experience.For some,any uncritically assimilated explanation by an authority figure will suffice.But in contemporary societies we must learn to make our
英语翻译
A defining condition of being human is that we have to understand the meaning of our experience.For some,any uncritically assimilated explanation by an authority figure will suffice.But in contemporary societies we must learn to make our own interpretations rather than act on the purposes,beliefs,judgments,and feelings of others.Facilitating such understandings is the cardinal goal of adult education.Transformative learning develops autonomous thinking (Mezirow 1997,p.5).
Since first introduced by Jack Mezirow in 1978,the concept of transformativelearning has been a topic of research and theory building in the field of adult education (Taylor 1998).Although Mezirow is considered to be the major developer of transformative learning theory,other perspectives about transformativelearning--influenced by the work of Robert Boyd--are emerging.Following a discussion of transformative learning as conceptualized by Mezirow,this Digest describes research and theory building by Robert Boyd and its influence on current perspectives of transformative learning.Some suggestions for fosteringtransformative learning conclude the Digest.
MEZIROW AND TRANSFORMATIVE LEARNING
The theory of transformative learning that has been developed by Mezirow during the past 2 decades has evolved "into a comprehensive and complex description of how learners construe,validate,and reformulate the meaning of their experience" (Cranton 1994,p.22).Centrality of experience,critical reflection,and rational discourse are three common themes in Mezirow's theory (Taylor 1998),which is based on psychoanalytic theory (Boyd and Myers 1988) and critical social theory (Scott 1997).
For learners to change their "meaning schemes (specific beliefs,attitudes,and emotional reactions)," they must engage in critical reflection on their experiences,which in turn leads to a perspective transformation (Mezirow 1991,p.167)."Perspective transformation is the process of becoming critically aware of how and why our assumptions have come to constrain the way we perceive,understand,and feel about our world; changing these structures of habitual expectation to make possible a more inclusive,discriminating,and integrating perspective; and,finally,making choices or otherwise acting upon these new understandings" (ibid.).
Perspective transformation explains how the meaning structures that adults have acquired over a lifetime become transformed.These meaning structures are frames of reference that are based on the totality of individuals' cultural and contextual experiences and that influence how they behave and interpret events (Taylor 1998).An individual's meaning structure will influence how she chooses to vote or how she reacts to women who suffer physical abuse,for example.

英语翻译A defining condition of being human is that we have to understand the meaning of our experience.For some,any uncritically assimilated explanation by an authority figure will suffice.But in contemporary societies we must learn to make our
对人类的界定,就必须了解经验的意义.一些人认为,对于权威人物的观点应该接受.但是,在当今社会,我们必须学会自己的理解,而不是仅仅依照别人的意愿,信念,判断来行动.促进这种认识的形成是成人教育的根本目标.转化学习理论发展了自主性思维.
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人类的一个先决条件是，我们必须了解我们的经验的意义。一些人认为，对于任何一个权威人物的观点都不加批判的吸收就足够了。 但是，在当今社会，我们必须学会做出自己的解释，而不是仅仅依照别人的宗旨，信念，判断和感受来行动。促进这种认识的形成是成人教育的根本目标。学习迁移理论发展了自主性思维（梅茨罗 1997年，第5页）。
自从1978年被杰克-梅茨罗第一次介绍，迁移学习的概念已经成为成人教育领域...

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人类的一个先决条件是，我们必须了解我们的经验的意义。一些人认为，对于任何一个权威人物的观点都不加批判的吸收就足够了。 但是，在当今社会，我们必须学会做出自己的解释，而不是仅仅依照别人的宗旨，信念，判断和感受来行动。促进这种认识的形成是成人教育的根本目标。学习迁移理论发展了自主性思维（梅茨罗 1997年，第5页）。
自从1978年被杰克-梅茨罗第一次介绍，迁移学习的概念已经成为成人教育领域的一个研究课题和理论建构 （泰勒1998年）。虽然梅茨罗被认为是学习迁移理论的主要开发者，但是受到罗伯特-博伊德工作的影响其他关于“学习迁移理论”的观点正在形成。在讨论了被梅茨罗概念化的学习迁移理论之后，本文摘介绍了罗伯特-博伊德的研究和理论建构以及其对当前的迁移学习观点的影响。文摘中包括了一些关于培养迁移学习思维的建议。《梅茨罗和学习迁移理论》
由梅茨罗开发的学习迁移理论在过去的二个年代中已经进化成为一个关于学习者如何诠释、验证和重新表述他们经验的意义的综合而又复杂的描述 （克兰顿1994年，第22页）。经验中心性，批判性反思和理性论述是梅茨罗理论的三种常见主题（泰勒1998年），他们是建立在精神分析理论（博伊德和迈尔斯1988年）和社会批判理论（斯科特1997年）的基础上的。
学习者为了改变他们的意义组合（特定的信念，态度和情绪反应），必须批判性反思自己的经验，这反而导致了一种观点转换 （梅茨罗1991年，第167页）。“观点转换是开始深刻的领会到我们的假设是如何和为什们会限制我们的感知、理解和感受方式的过程。改变惯常预期的这些结构可能制造出一种更具包容性，区别性和综合化的观点；最后，做出选择或按照这些新的理解行事”（同上）。
观点转换解释了成年人一辈子所形成的意义结构是如何发成转变的。这些意义结构是基于个人文化和相关经验总和建立的参考框架，它会影响他们如何参与和解释事件（泰勒1998年）。例如，个人的意义结构会影响她如何选择投票或面对受虐待的妇女时她会做出何种反应。

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