Eschenbacher Saskia, Fleming Ted
Akkon University of Applied Human Sciences, Berlin, Germany.
Teachers College, Columbia University, New York, USA.
Int Rev Educ. 2020;66(5-6):657-672. doi: 10.1007/s11159-020-09859-6. Epub 2020 Sep 25.
COVID-19 has done significant damage to individuals, families, workers and the economy. What is not known about the virus is part of the problem, and the knowledge gap drives an unprecedented and urgent search for knowledge. This article explores the challenges for lifelong learning and the relevance of transformative learning. Disorientation, and are the ingredients of such learning, since we can only our way out of this situation. The authors present American adult educator Jack Mezirow's theory of (TL) as an appropriate learning framework for lifelong learning. They draw on the work of American philosopher Richard Rorty and German philosopher and sociologist Jürgen Habermas to re-shape TL so that it supports the kind of learning that is sufficiently complex and nuanced to enable us to deal with contradictions, ambivalence and meaning-making in a world where is the new normal.
新冠疫情对个人、家庭、劳动者和经济都造成了巨大破坏。关于这种病毒未知的部分也是问题所在，知识差距引发了前所未有的迫切求知探索。本文探讨了终身学习面临的挑战以及变革性学习的相关性。迷失方向以及（此处原文缺失相关内容）是这种学习的要素，因为我们只能通过（此处原文缺失相关内容）走出这种困境。作者提出美国成人教育家杰克·梅齐罗的转化性学习（TL）理论，作为终身学习的一个合适学习框架。他们借鉴美国哲学家理查德·罗蒂和德国哲学家兼社会学家尤尔根·哈贝马斯的著作来重塑转化性学习，使其支持那种足够复杂和细致入微的学习，以便我们能够在一个（此处原文缺失相关内容）成为新常态的世界中应对矛盾、矛盾心理和意义构建。
