AbstractJ. Mezirow has provided us a very suggestive frame of reference to think about the meaning of adults' learning as epistemic change. Reactions against his theory have appeared, forming a stream of emancipatory education theory. Relying on these critical discussions concerning Mezirow's Transformation Theory, this article tries to consider how a learner can or cannot expand his/her learning experience into the society. First, the critiques of Mezirow's proposition are reviewed; second, the meaning of an educationalist in the context of emancipatory education is questioned; then, communicative rationality as a ground for dialogic learning is examined; and finally, more viable ideas for realizing emancipatory education are mentioned. By taking up these issues, the author inquires why learners are severed from each other and how we can make our learning experience open.
TypeDepartmental Bulletin Paper
東京大学教育学部紀要. 31巻, 1992.3, p.291-300