Papers by Saskia Eschenbacher
Studies in Continuing Education, Jun 12, 2023
Studies in the Education of Adults, 2023
The theory of transformative learning and its notion of freedom, that we are not trapped by one w... more The theory of transformative learning and its notion of freedom, that we are not trapped by one way of looking at the world or being in the world, fosters a fundamental re-ordering and radical questioning of how one thinks or acts. As a theory of adult learning, it emerged from the women’s movement in the US, echoing what it means to become a transformation learner, realising how societal norms and expectations due to gender roles have defined and limited one’s way of being. The purpose of this paper is to provide greater insight into deconstructing gender identity through transformative learning by questioning gender binaries through premise reflection. The paper begins with an overview of (1) Judith Butler’s ideas on gender and deconstructing gender as well as (2) Jack Mezirow’s notion of transformative learning theory. This sets the stage for (3) bringing Butler’s and Mezirow’s ideas into conversation, setting the backdrop for a (4) discussion regarding the implications of such a conversation, reflecting on an existing approach from Christine Jarvis.
Education Sciences, 2022
Many workers, especially first responders, experience trauma at work. We gathered experiences of ... more Many workers, especially first responders, experience trauma at work. We gathered experiences of frontline workers in Berlin during COVID-19 and theorize those experiences within an education paradigm. Their experiences were written as part of their reflective writing on a hazard prevention course for emergency workers in 2022. The theorizing focuses on the struggle for meaning precipitated by the student’s experiences of trauma and makes a case for understanding how this may prompt significant learning—even transformative learning—for individuals and possibly the broader society. This theoretical analysis is informed by Carol Gilligan, Axel Honneth, Oskar Negt and Jack Mezirow who help reconnect professional with personal interests and thinking with the emotional dimensions of work. We propose a critical analysis of the ways in which the instrumental, procedural and professional imperatives are disconnected from the personal and emotional dimensions of trauma work. Their struggle for recognition also assists in understanding these connections. The thinking/emotional divide and professional/personal splits are themselves a trauma and the pedagogy of reconnection is transformative.
Front. Educ., 2022
The multiple crises of unsustainability are provoking increasing stress and unpleasant emotions a... more The multiple crises of unsustainability are provoking increasing stress and unpleasant emotions among students. If higher education is to fulfill its mission to support transformation processes toward sustainable development, it must adapt its pedagogical approaches to help students deepen their critical thinking and empower them to engage in these transformation processes. For this reason, emotions – which can also prevent critical thinking – should be carefully addressed within transformative learning journeys. However, these journeys are themselves challenging for learners and educators. They push them to abandon stable meaning perspectives, causing feelings of incoherence and tension. Learners need safe enough spaces to navigate these situations of uncertainty. The central questions of this manuscript are: What is meant by safe enough spaces? How can learners, educators, and higher education institutions create and hold such spaces? These questions are explored on three different levels: (1) the intrapersonal level, (2) the interpersonal level, and (3) the organizational and systemic level of discourses in higher education. For the intrapersonal level, perspectives inspired by neurobiology are used to discuss reaction patterns of our autonomous nervous system and present insights into stress development. Learners should feel bodily safe when engaging in transformative learning processes. This is supported by balancing the challenges learners face with the resources they have. For the interpersonal level, the manuscript argues that focusing solely on rational discourse is insufficient to support safe enough spaces for transformative learning. We call for a culture of edifying conversations supported by respectful relationships among learners, as they are more adequate for regaining self-direction. For the organizational and intertwined systemic level, the ambition is followed to make higher education institutions offer learning environments that feel safe enough for all involved. However, as these institutions are strongly influenced by dynamics of economization and competition, they do not necessarily empower learners to challenge and disrupt unsustainable and neoliberal discourses. The manuscript explores how learners and educators can cultivate engaged critique by acknowledging their own embeddedness in neoliberal dynamics and opening up so-called transformative spaces for institutional change. Finally, recommendations for educational practices in higher education for sustainable development are offered.
European Journal for Research on the Education and Learning of Adults, 2021
Crises in our society – climate, covid-19 and mass migration – seem to define not only the experi... more Crises in our society – climate, covid-19 and mass migration – seem to define not only the experience of learning but also the experience of living and even surviving that in turn have implications for adult learning. We explore the concept of experience and examine whether it plays a role in addressing the need for transformative learning. Our allies in this task are Oskar Negt from the Frankfurt School tradition, L. A. Paul from a philosophical tradition and René Arcilla. Negt is useful for rethinking the role of experience in pedagogy. Paul helps identify the not-knowing aspect of our current experience and our inability to imagine how decisions translate into one’s way of living and being in the world. Arcilla emphasises the importance of keeping conversations going. Jack Mezirow’s transformation theory (relying on Habermas) informs the understanding of adult learning and how we can transform our way of being and living while facing experiences of crises and disorientation.
European Journal for Research on the Education and Learning of Adults, 2020
This paper introduces the concept of transformative conversation inspired by Arcilla's concept of... more This paper introduces the concept of transformative conversation inspired by Arcilla's concept of edifying conversation, as an extension of TL theory's notion of discourse, in the context of adult education and migration. By contrasting the idea of exchanging arguments with opening space for conversation and one's private quest for meaning and self-understanding, I introduce the idea of becoming a fellow transformative conversationalist as an appropriate attitude for promoting TL. I will (1) differentiate between an instrumental and a transformative notion of learning in the context of migration; (2) engage Rorty in a conversation with TL theory; (3) introduce Arcilla's concept of edifying conversation to join and broaden the ongoing conversation and develop the concept of transformative conversation.
Journal of Transformative Education, 2018
This article aims at expanding transformation theory through the work of the philosopher Richard ... more This article aims at expanding transformation theory through the work of the philosopher Richard Rorty. His concept of redescription allows us to distinguish between good learning and transformative learning and to counteract the critique of conceptional looseness. In addition, Rorty’s thesis of contingency and his notion of irony are going to be explored in respect to their implications for transformative learning theory.
Reflective Practice
Transformative learning is 'an approach to teaching based on promoting change, where educators ch... more Transformative learning is 'an approach to teaching based on promoting change, where educators challenge learners to critically question and assess the integrity of their deeply held assumptions about how they relate to the world around them'. While it seems to be clear what is subject to change (assumptions), apparently it is less obvious how we can (critically) reflect on assumptions, especially since most of them operate outside of our awareness. The question that follows is: How can we bring these hidden assumptions into our awareness, so that it can be subject to change and transformation? Therefore, the purpose of this paper is threefold: We need to (1) have a more nuanced understanding of how we can help adult learners in practice to explore their 'assumptive clusters', to (2) better understand what helps or prevents learners from transforming their existing assumptions and therefore fosters or inhibits processes of transformation, and to (3) provide some concrete tools, that practitioners can use to enhance their (reflective) practice, teaching transformatively.
Chapters by Saskia Eschenbacher
Social Work as a Profession of Human Rights, 2015
Teaching for Change: Fostering Critical Self-Reflection in Adulthood
Perspectives on Culture, Values, and Justice, 2015
Reinforcing Threats: The Iranian Nuclear Crisis and Jack Mezirow’s Transformative Learning Theory... more Reinforcing Threats: The Iranian Nuclear Crisis and Jack Mezirow’s Transformative Learning Theory as an Alternative Approach to Cope with Crises
Before, Beside and After (Beyond) the Biographical Narrative, 2016
Models originally used in the context of systemic theory and therapy could be utilized to guide a... more Models originally used in the context of systemic theory and therapy could be utilized to guide adults in primary educational contexts. These models reflect on the pecularity of language: As the fundamental structure of humanity, language not only functions as an organ of perception for the abstract acquisition of a social reality but also actively changes this reality in terms of a circular process. In order to prevent adults from being held back by self-imposed limits, (new) models are being sought to increase the likelihood of broadening their sphere of influence.
Holocaust Education im 21. Jahrhundert, 2015
Transformative Learning Theory and Holocaust Education are both concerned with teaching for chang... more Transformative Learning Theory and Holocaust Education are both concerned with teaching for change. While a common theoretical basis for the various practice-based approaches and theoretical reflections on Holocaust education has yet to emerge, the purpose of this paper is to take a closer look at both Transformative Learning Theory (Mezirow) and Holocaust Education, and how Transformative Learning Theory might contribute to Holocaust Education. The paper begins with a brief overview of central tenets and assumptions in Holocaust Education, followed by a discussion of possible points of connection between Holocaust Education and Transformative Learning, and it finally provides greater insight into the theoretical framework that Transformation Theory has to offer.
The Many Turns of Transformation Creating New Vocabularies for Transformative Learning, 2022
This opening chapter reflects on the language and the vocabulary that are currently employed abou... more This opening chapter reflects on the language and the vocabulary that are currently employed about the discourse of transformative learning in attempting to generate new insights. What would new vocabularies include that could trouble how to transform ourselves, our communities, our fields of research, our ways of living together, and our attempt of co-creating a new, more just society? We decided to study the phenomenon of transformation, instead of transformative learning, as a passageway that might allow us to explore yet unfamiliar territories. The chapter is structured along four entangled provocations: multiple perspectives on transformation; generating conditions for transformation; (un)known discourses on transformation; and challenges and emerging futures for transformation
Transformative Learning Meets Bildung, 2017
Being an adult educator is an impossible profession, particularly for those who are committed to ... more Being an adult educator is an impossible profession, particularly for those who are committed to transformative teaching. Sooner or later we have to realize that we are unable to gain access to the learner’s mind.
Perception matters for research and analysis because the image of a state
(non-state actor) as ag... more Perception matters for research and analysis because the image of a state
(non-state actor) as aggressive and the perceptions of its intentions as aggressive
are mutually reinforcing. We will use an interdisciplinary perspective combining
political science and adult education research, which we believe has the potential
for further policy advice.
European Perspectives on Transformation Theory, 2019
Systems thinking offers an in-depth perspective on processes of change and transformation. As a u... more Systems thinking offers an in-depth perspective on processes of change and transformation. As a unique way of comprehending and conceptualizing growth and change, it focuses on the relational nature of those processes. Transformative learning as an approach to teaching based on promoting change is concerned with the process of transforming one’s relation to oneself and to the world. The purpose of this chapter is to explore systems thinking within and beyond Transformative Learning Theory and to foster theory development between tradition and innovation. The chapter explores (1) the embeddedness of systems thinking within Transformative Learning Theory; (2) outlines core concepts of systems thinking regarding the question of how to comprehend and conceptualize change and transformation; and, (3) fosters theory development between tradition and innovation by expanding Transformative Learning Theory through systems thinking.
Erwachsenenbildung und Migration, 2019
Im Beitrag werden Migrationserfahrungen aus der Perspektive der Theorie des Transformativen Lerne... more Im Beitrag werden Migrationserfahrungen aus der Perspektive der Theorie des Transformativen Lernens von Jack Mezirow reflektiert. Dabei wird Migration als eine krisenhafte Erfahrung betrachtet, die ein desorientierendes Dilemma auslost. Dadurch werden Prozesse einer intensiven Bildung angeschlossen.
The Palgrave Handbook of Learning for Transformation, 2022
Jack Mezirow acknowledged the deep influence of the German philosopher Jürgen Habermas (1929–) on... more Jack Mezirow acknowledged the deep influence of the German philosopher Jürgen Habermas (1929–) on the development of transformative learning. We describe some fundamental elements of Mezirow’s and Habermas’ thought, explore their affinities, and argue that Mezirow did not give adequate attention to two important themes in Habermas: the power and value of social movements and the need to reform the overall structure of a society to enable transformative learning. We argue that transformative learning would benefit from a deeper consideration of these topics. Finally, we introduce Civic Studies, a parallel intellectual movement that also owes much to Habermas, and we suggest a convergence.
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Papers by Saskia Eschenbacher
Chapters by Saskia Eschenbacher
(non-state actor) as aggressive and the perceptions of its intentions as aggressive
are mutually reinforcing. We will use an interdisciplinary perspective combining
political science and adult education research, which we believe has the potential
for further policy advice.
(non-state actor) as aggressive and the perceptions of its intentions as aggressive
are mutually reinforcing. We will use an interdisciplinary perspective combining
political science and adult education research, which we believe has the potential
for further policy advice.