Tag Archives: adult learning

Book | To Know As We Are Known by Parker Palmer

ENIMAGE1350390340111Palmer, Parker J. To Know as We Are Known: Education as a Spiritual Journey. 1st HarperCollins pbk ed. San Francisco: HarperSanFrancisco, 1993.

The Author

Parker J. Palmer (born 1939 in Chicago, Illinois) is an author, educator, and activist who focuses on issues in education, community, leadership, spirituality and social change.

Parker-PalmerPalmer served for fifteen years as Senior Associate of the now defunct American Association of Higher Education. He is the founder and Senior Partner of the Center for Courage & Renewal, which oversees the “Courage to Teach” program for K-12 educators across the country and parallel programs for people in other professions, including medicine, law, ministry and philanthropy.[1] read more


From Individual to Corporate Praxis my annotated copy

ABSTRACT – While praxis-oriented educational methodologies have become nearly normative in adult Christian religious education, an individ­ualist framework still colors many of the approaches involved. Par­ticipants gather for reflection, but are sent individually for action in the world. Yet, the complexities of issues that Christians are called to address as agents of effective social transformation increasingly re­quire models of communal or corporate praxis in which communities engage together in action as well as reflection. This article explores the systemic perspective and disciplines of learning organizations as a framework for reimagining the role of religious educator as a catalyst of true communal praxis in congregations. read more

Book | Learning as Transformation by Jack Mezirow and Associates

imageMezirow, Jack. Learning as Transformation: Critical Perspectives on a Theory in Progress. 1st ed. The Jossey-Bass Higher and Adult Education Series. San Francisco: Jossey-Bass, 2000.

MezirowThe Author – Jack Mezirow

a pdf of learning as Transformation by Jack Mezirow my notes

“Transformative learning refers to the process by which we transform our taken-for-granted frames of reference (meaning perspectives, habits of mind, mind-sets) to make them more inclusive, discriminating, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action. Transformative learning involves participation in constructive discourse to use the experience of others to assess reasons justifying these assumptions, and making an action decision based on the resulting insight.” (8) read more