轉化學習理論發展、理論緊張與新方向之探討

Inquiries into the Development of Transformative Learning Theory, Theoretical Tensions and New Directions

轉化學習理論由美國學者J. Mezirow於1978年提出以來並以專書正式闡釋其理論架構之後，在歐美地區引起許多理論與實務的應用與研究，轉化學習為成人教育學界發展中的新型理論，然因逐漸走向多元視野的理論發展至今已有不少學者提出理論緊張的隱憂，本研究目的即在於探究轉化學習理論發展現況與問題，從具有代表性的研究文獻中，釐清主要的研究派典、核心議題與爭議點，進而區辨出目前該理論新的發展方向。因此，本研究以文獻回顧方法進行以下幾項重點的爬梳與釐清：首先從理論發展早期的派典、初期的理論評論研究具代表之研究發現，到近期幾位學者以資料庫文獻回顧研究之重要發表論述之歸納、轉化學習國際學術研討會的主題方向等，探討多位學者提出理論回顧的檢討反思與論述，歸納出理論緊張現況與待釐清問題，以及形成中的新觀點與研究方向。

Mezirow’s first applied the label transformation in his 1978 study and conceptualization of transformative learning in his published book has generated much more researchers and applications in the area of America and Europe. Transformative learning theory has become an well-known and recognized contribution to the understanding of what may be perceived as the most advanced kind of human learning in adult education. However, many researchers identified theoretical tensions recently after the diversified development of transformative learning during these decades. This study aimed at finding out the past research, theoretical tensions and future challenges by critical reviewing the literatures in transformative learning. Besides, the emerging research methodology was trying to provide a more integrative perspective for the future development in transformative learning theory.