SavedAdd your journal

Journals / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Volume: 2 Issue: 1

The Reflections of Transformative Learning Theory on Religious Education in Constructing of “The Learning Society”

Öğrenen Toplumunun Oluşturulmasında Dönüştürücü Öğrenme Teorisinin Din Eğitimine Yansımaları

Yrd. Doç. Dr. Abdulkadir Çekin
Pages
—
Publication Date
2013-06-10
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

After stated different adult learning theories in the article, it has been evaluated some implications of the transformative learning approach in religious education.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this article, it has been discussed that the reflections of transformative learning theory as an approach for adult learning on religious education.
📊
Key Findings & Data:Beginning with developing critical thinking skills among adults, the process of transformative learning included that the evaluations of adults surrounding events, facts and situations by using meaning abilities.
💡
Conclusion & Impact:After stated different adult learning theories in the article, it has been evaluated some implications of the transformative learning approach in religious education.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Transformative learning theory · Jack Mezirow · critical thinking

Abstract

In this article, it has been discussed that the reflections of transformative learning theory as an approach for adult learning on religious education. Beginning with developing critical thinking skills among adults, the process of transformative learning included that the evaluations of adults surrounding events, facts and situations by using meaning abilities. Developed by Jack Mezirow in secular educational contexts, this perspective has been critiqued and appropriated by many religious educators as a helpful approach to understand adult learning. After stated different adult learning theories in the article, it has been evaluated some implications of the transformative learning approach in religious education.

Özet

Bu makalede, bir yetişkin öğrenme yaklaşımı olarak dönüştürücü öğrenme teorisinin din eğitimine yansımaları tartışılmaktadır. Yetişkinler arasında eleştirel düşünme becerilerinin geliştirilmesi ile başlayan dönüştürücü öğrenme süreci, bireylerin çevresindeki olay, olgu ve durumları anlama yetenekleri çerçevesinde değerlendirmesini içermektedir. Jack Mezirow tarafından seküler bir eğitim ortamında geliştirilen bu teori, birçok din eğitimcisi tarafından eleştirilmesine rağmen, yetişkin öğrenmesini anlamada yardımcı bir yaklaşım olarak uygun görülmüştür. Makalede farklı yetişkin öğrenme teorilerine değinildikten sonra dönüştürücü öğrenme yaklaşımının din eğitimi ile ilgili bazı getirileri değerlendirilmiştir.

🔖

Cite This Article

Çekin, Y. D. D. A. (2013). The Reflections of Transformative Learning Theory on Religious Education in Constructing of “The Learning Society”. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Volume: 2 Issue: 1. https://ajindex.com/articles/1122448

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (19)

  1. Arkonaç, S. A. (1998). Psikoloji: Zihin Süreçleri Bilimi, İstanbul: Alfa.
  2. Arık, İ. A. (1995). Öğrenme Psikolojisine Giriş, İstanbul.
  3. Aydın, A. (2000). Gelişim ve Öğrenme Psikolojisi, 2. baskı, İstanbul.
  4. Brookfield, S. D. (2000). “Transformative Learning as Ideology Critique”, In Mezirow and Associates, Learning as Transformation: 125–148.
  5. Coffield, F. (2000). Differing Visions of a Learning Society, Bristol: Policy.
  6. English, L. M. ve Gillen, M. A. (2000). “A Postmodern Approach to Adult Religious Education”, Handbook of Adult and Continuing Education, (eds. Wilson ve Hayes), 523–538.
  7. Güneş, F. (2007). Yapılandırıcı Yaklaşımla Sınıf Yönetimi, Ankara: Nobel.
  8. Jarvis, P. (1987). Adult Learning in the Social Context, London: Croom Helm.
  9. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development, Englewood Cliffs, NJ: Prentice-Hall.
  10. Knowles, M. S. (1975). Self-Directed Learning: A Guide for Learners and Teachers, Englewood Cliffs, NJ: Prentice-Hall.
  11. Labédie, G. ve Guy, A. (2001). Constructivisme ou socio-constructivisme? Pädagogisches Institut der deutschen Sprachgruppe, Bozen DDEC de Nantes.
  12. MacKenzie, L. (1982). The Religious Education of Adults, Birmingham, AL: Religious Education Press.
  13. Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass.
  14. Mezirow, J. (1998). “Transformative Learning and Social Action: A Response to Inglis”, Adult Education Quarterly, 49 (1), 70–72.
  15. Mezirow, J. (2000). “Learning toThink Like an Adult: Core Concepts of TransformationTheory.” In Mezirow and Associates. Learning as Transformation, 3–34.
  16. Morgan, T. C. (1991). Psikolojiye Giriş, (Çev. Hüsnü Arıcı ve ark.), Ankara.
  17. Regan, J. (2002). Toward an Adult Church: A Vision of Faith Formation, Chicago: Loyola University Press.
  18. Selçuk, M. (2000). “Din Öğretiminde Yeni Yaklaşımlar”, Din Öğretimi Özgürleştiren Bir Süreç Olabilir mi? Ankara: MEB. Yay., 207-225.
  19. Senge, P. (1990). The Fifth Discipline, New York: Doubleday.