Rationality and emotions in transformative learning theory : A neurobiological perspective
Abstract
Transformative learning as explained by Mezirow has been criticized as a process that is too rationally driven and minimizes the role of emotions and feelings. This paper further substantiates this criticism by exploring the emotional nature of rationality from the field of neurobiology, by offering a physiological explanation of the interdependent relationship of emotion and reason. Furthermore, these findings encourage the promotion of emotional literacy in the practice of fostering transformative learning.
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Recommended Citation
Taylor, E. W.
(1996).
Rationality and emotions in transformative learning theory : A neurobiological perspective.
Adult Education Research Conference.
Rationality and emotions in transformative learning theory : A neurobiological perspective
Transformative learning as explained by Mezirow has been criticized as a process that is too rationally driven and minimizes the role of emotions and feelings. This paper further substantiates this criticism by exploring the emotional nature of rationality from the field of neurobiology, by offering a physiological explanation of the interdependent relationship of emotion and reason. Furthermore, these findings encourage the promotion of emotional literacy in the practice of fostering transformative learning.
