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U""C6   de?&'-8:D;GqKPz1'HΪԛ0WF`B+$$recO$$\^$$Reco$$Paragrap}" q :q - the way we come to know things (eg. our learning styles)Gq - the way we use knowledge (eg. focus on details or the global picture)$$recO$$Z$$Reco$$Paragrap q ,q - understanding of our social norms, culture0q - the way we use language (eg - political views)$$recO$$$$Reco$$Paragrap q 6q the way we see ourselves personally (eg. self-concept)$$recO$$'$$Reco$$Paragrap{./JYY q (q - Meaning perspectives are not distinct(q - They overlad and influence each otherq (Scott et al, Chp 15, p.189)q q - perceptual filtersq q  q q - a general frame of reference, world view, or personal paradigm involving "a collection of meaning schemes made up of higher-order schemata, theories, propositions, beliefs, prototypes, goal orientations and evaluations" ((Taylor, p.6) q Yq - Sieve through which each new experience is interpreted and given meaning (Taylor, p7)q Kq (q two dimensions to the frame of reference: habits of mind and points of viewq ]q q  q 0q :q ?q - perspectives become ingrained into our psyche over time and changing them is less frequentq q - acquired uncritically in the course of childhood through socialization and acculturation, most frequently during significant experiences with teachers, parents, and mentors$$recO$$.$$Reco$$ParagrapPmRq Uq learning involved in understanding the meaning of what others communicate concerning:1q  - values, ideals, feelings, moral decisionsSq  - concepts of freedeom, justice, love, labor, autonomy, commitment, democracyq -q - the most significant learning in adulthood!q - Communicative Learning involves identifying problematic ideas, values, beliefs, and feelings, critically examining the assumptions upon which they are based, testing their justification through rational discourse and making decision predicated upon the resulting consesus (Taylor, p.11)$$recO$$P\$$Reco$$Paragrapq 1q - learning through task-oriented problem solving2q - determination of cause and effect relationshipsq Gq accumulation of instrumental knowledge is through instrumental learning$$recO$$$$Reco$$Paragrapy q 0q  q - act as culturally defined frames of reference8q - inclusive of meaning schemes and meaning perspectives$$recO$$ $$Reco$$Paragrapw(!q Eq - explains the process of how adults revise their meaning structures1q q 0q - A perspective tranformation can occur through:@q >q  - a series of cumulative transformed meaning schemes oryq  - through an acute personal or social crisis (eg. divorce, natural disaster, accident, war, job loss, retirementq - is a more fully developed frame of reference... one that is more (a) inclusive, (b) differentiating, (c) permeable, (d) critically reflective, and (e) integrative of experience. (Taylor, p7)$$recO$$(b$$Reco$$ParagrapnH q 3q - the smaller components of our meaning structureswq - made up of specific knowledge, beliefs, value judgements, and feelings that constitute interpretations of experienceq - tangible signs of our habits and expectations that influence and shape a particular behavior or view (eg. how we act around homeless people)Eq q - chnages in our meaning schemes are a regular and frequent occurence$$recO$$nÐ$$Reco$$Paragrapq ,q controlling and manipulating the environment$$recO$$8$$Reco$$Paragrapq /q understanding each other and their social group$$recO$$d$$Reco$$Paragrapd00q q - becoming free from ignorance;q - desire to grow, develop and increase - - our awarenessSq - we want to improve ourselves, understand ourselves, become better human beings $$recO$$d4$$Reco$$Paragrap_q aq knowledge how to build shelters, grow food, develop transporation systems, create computers, etc.$$recO$$$$$Reco$$ParagrapY>q q know what others intend, make ourselves understood, conversation, discussion, listening to others, watching media, reading booksq ]q gain knowledge of social norms, values, beliefs, political issues, and philosophical concepts$$recO$$9$$Reco$$ParagrapNq <q - understanding our self-distortions and social distortions2q - development of undeveloped meaning perspectives)q - cultural and psychological assumptions$$recO$$N]$$Reco$$Paragrap!!q q - attempts to explain how our expections, framed within cultural assumptions and presuppositions, directly influence the meaning we derive from experience&q - not all learning is transformational2q - Emancipatory learning is highly transformationalq - communicative competence is necessary for tranformative learning, we must be able to negotiate meaning and question others' views rather than accept things because "they" say it is soNq -transformative learning: a rational, cognitive process of critical reflectionq - development and action follow on transformative learning (Taylor, p.11)... and the outcome of the development process is a more inclusive and dicriminating world view$$recO$$4$$Reco$$Paragrapm q q - learning that give us freedom from "libidinal, linguistic, epistemic, institutional, or environmental forces that limit our options and our rational control over our lives, but have been taken for granted or seen as beyond human controlq :q - can influence both instrumental and practical knowledgeq mq q - Critical reflection is the central process in emancipatory learning and the outcome is often transformative$$recO$$$$Reco$$Paragrap(: Jq "q - the consideration of the problemq - What is going on here?Jq - can lead to either a confirmation or a transformation of meaning schemes$$recO$$:w$$Reco$$ParagrapI10q 9q - reflection about how things came to be the way they areKq - examination of the process of problem solving being used in the situationJq - can lead to either a confirmation or a transformation of meaning schemes$$recO$$F$$Reco$$ParagrapΫM 88q "q - the problem itself is questionedq - Why does this matter anyway?9q - the very premise of the reflection itself is challenged8q - can lead to a transformation of a meaning perspective$$recO$$'#$$Reco$$ParagrapԜ@[Vaaq q - Content, process, and premise reflection take palce in relation to our epistemic, sociolinguistic and psychological meaning perspectivesq - Discourse required rather than dialogue (dialogue = describe experiences and express opinions; discourse = one raises questions of truth, justice, and self-deceptionq - a critique of assumptions (eg. habits of mind based on logical, ethical, idological, social, economic, political, ecological, or spiritual aspects of experience) underlying a problem defined by a learner.aq - Reflection is the apperceptive process by which we change our minds, literally and figuratively$$recO$$@Z$$Reco$$Paragrap1eq =q - raising of questions of truth, justice, and self-deception2q - the central process is the challenge of beliefszq - through discourse, distorted, undeveloped, or limiting assumptions are revealed and transformative learning is possibleq Mq - the essential medium through which transformation is promoted and developedq - used "when we have reason to question the comprehensibility, truth , appropriateness, (in relation to norms), or authenticity (in relation to feelings) of what is being asserted or to question the credibility of the person making the statement. 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