Hiba Zafran, PhD, is Occupational Therapist and Psychotherapist, Assistant Professor, School of Physical and Occupational Therapy, and Curriculum Developer, Indigenous Health Professions Program, McGill University, Montreal, Quebec, Canada;
Am J Occup Ther. 2020 Jan/Feb;74(1):7401347010p1-7401347010p6. doi: 10.5014/ajot.2020.033100.
Transformative learning involves the questioning of worldviews and underpins shifts in values and identity that are integral to critical occupational therapy practices. Cognitive theories of transformative learning name, but do not address, the experiential dimensions of transformation. The aim of this article is to conceptualize transformative learning from the perspective of narrative phenomenology in occupational therapy. An argument is presented that draws on research in occupational therapy professional reasoning and that makes visible the dimensions of transformation that are inherently experiential and meaning oriented. Three key concepts for a transformative pedagogy are defined and illustrated: scenes, emplotment, and embodied metaphors. The article concludes with the types of learning objectives for which this approach is suited and the pedagogical values that underpin these teaching practices. This article adds to the domain of health care education by defining and illustrating experiential and meaning-based practices as signature pedagogies for transformative learning.
变革性学习涉及对世界观的质疑，并支持价值观和身份的转变，这是批判性职业治疗实践的重要组成部分。变革性学习的认知理论命名了，但没有解决变革的体验维度。本文的目的是从职业治疗叙事现象学的角度来概念化变革性学习。提出了一个论点，该论点借鉴了职业治疗专业推理研究，并使变革的体验和意义导向维度变得可见。定义并说明了变革性教学法的三个关键概念：场景、情节和具体隐喻。本文最后介绍了这种方法适合的学习目标类型以及支持这些教学实践的教学价值观。本文通过定义和说明基于体验和意义的实践作为变革性学习的标志性教学法，为医疗保健教育领域增添了内容。
