The Practice and Dilemmas of Life History Seminars: Working at the Edge to Foster Individual and Collective Transformations

Abstract

International audience

This symposium articulates the contributions of three seasoned practitioners using life history and auto/biographical approaches as a method to reflect on significant life experiences (including transformational ones), which can trigger shifts in meaning perspectives (Mezirow, 1991) among learners in the context of adult and higher education (e.g., Dominicé, 2000; West, Alheit, Andersen & Merrill, 2007). Assuming the potential value inherent in the experience of dilemmas, as a catalyst for learning, growth and development (Mezirow, 1991), the aim of this symposium is to discuss the conditions in which there is real educational value, and those that eventually prevent or inhibit meaningful learning from occurring.