The paper addresses the role of metaphors in continuing education as aesthetic representations of experiences and doorways to theory. The making of a dynamic satisfying theory through a 4-step spiral is focused as an individual/collective process of transformation. A frame is developed for participatory research with adult learners in which metaphors and stories are seen as legitimate forms of knowledge, as well as a necessary basis for human learning. Gregory Bateson defined abduction as an expression of the Mind. When humans inter-act they build a collective mind, develop common views, share stories, meanings and values.
Formenti, L. (2011). Metaphors, Stories and the Making of a Satisfying Theory: Transformational Learning for Professionals in Education. In Transformative Learning in Time of Crisis: Individual and Collective Challenges (pp.102-108). Athens : The Hellenic Open University.
Metaphors, Stories and the Making of a Satisfying Theory: Transformational Learning for Professionals in Education
FORMENTI, LAURA
2011
Abstract
The paper addresses the role of metaphors in continuing education as aesthetic representations of experiences and doorways to theory. The making of a dynamic satisfying theory through a 4-step spiral is focused as an individual/collective process of transformation. A frame is developed for participatory research with adult learners in which metaphors and stories are seen as legitimate forms of knowledge, as well as a necessary basis for human learning. Gregory Bateson defined abduction as an expression of the Mind. When humans inter-act they build a collective mind, develop common views, share stories, meanings and values.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.