Publication Date

2002

Document Type

Dissertation/Thesis

First Advisor

Smith, L. Glenn (Leonard Glenn), 1939-||Shimizu, Hidetada, 1960-

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Counseling, Adult and Higher Education

LCSH

Adult education; Adult learning; Experiential learning; Learning; Psychology of

Abstract

This study examines the transformational learning qualities of individuals following transcendent experiences. Using a phenomenological approach, forty archived narratives of transcendent experiences are explored to determine the qualities and processes of transformational learning for this group of adults. The qualities that most directly influence the transformational learning within the transcendent experiential framework were the person's subjective solitude, arrested explanations, complete confidence and assurance, limited public interaction, resources of books and publications, different dimensional knowing, and a solid personal recognition of the transformation. Points of convergence and divergence between transcendent transformational learning and Mezirow's theory of transformative learning are articulated. Mezirow's theory is shown to not fully explain or predict the transformative learning that follows adult transcendent experiences. In the conclusion, the field of adult education is encouraged to open the doors of education to a broader range of experiences that allow adults to learn beyond rational and cognitive dimensions of knowing.

Comments

Includes bibliographical references (pages [146-149])

Extent

xi, 145, [4] pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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