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Bagnall, Richard G.; Hodge, Steven; O'Regan, Paddy – International Journal of Lifelong Education, 2022
It is argued here that ethical practice and being in adult lifelong learning are best understood as a feature of competing adult lifelong learning epistemologies informing practice and engagement in the field at all levels. The conceptions of ethics immanent to the epistemologies are not directly identifiable with any of the normative theories of…
Descriptors: Ethics, Adult Learning, Lifelong Learning, Epistemology
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Hodge, Steven – Journal of Transformative Education, 2019
Mainstream transformative learning emphasizes personally significant learning and liberation from limited ways of being in the world. Reflecting humanistic and emancipatory philosophical commitments, this emphasis can make it difficult to appreciate the transformative potential of learning for and by knowledge, a type of transformation adults can…
Descriptors: Transformative Learning, Fundamental Concepts, Educational Philosophy, Adult Education
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Hodge, Steven – Adult Education Quarterly: A Journal of Research and Theory, 2014
Transformative learning theory and practice-based theory both offer compelling but distinct accounts of adult learning. The vicissitudes of individual meaning-making is the focus of transformative learning theory whereas practice-based accounts view participation in social practices as the key to understanding learning. Despite their differing…
Descriptors: Adult Education, Transformative Learning, Communities of Practice, Learning Processes
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Hodge, Steven – International Journal of Training Research, 2010
"Transformative learning" is a term used by Mezirow (1991) and his followers to designate a specifically "adult" kind of learning that involves shifts in how learners view the world and themselves. New research into learning in VET suggests that in some subject areas transformative learning may play more than an incidental…
Descriptors: Transformative Learning, Adult Learning, Teacher Role, Educational Research
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Hodge, Steven – Australian Journal of Adult Learning, 2011
Transformative learning theory is a dominant approach to understanding adult learning. The theory addresses the way our perspectives on the world, others and ourselves can be challenged and transformed in our ongoing efforts to make sense of the world. It is a conception of learning that does not focus on the measurable acquisition of knowledge…
Descriptors: Learning Theories, Transformative Learning, Adult Learning, Competence
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Hodge, Steven – Australian Journal of Adult Learning, 2007
This article attempts to trace the origins of competency-based training (CBT), the theory of vocational education that underpins the National Training Framework in Australia. A distinction is made between societal and theoretical origins. This paper argues that CBT has its societal origins in the United States of America during the 1950s, 60s and…
Descriptors: Systems Approach, Foreign Countries, Vocational Education, Educational History