Abstract
By weaving together the dialogue based on their lives and work, the authors of Transforming Perspectives in Lifelong Learning and Adult Education provide examples of deep analysis for a “meaningful life and for a good enough education” (p. 19) and present readers with examples and questions for reflection on transformation of their own live. Citing and analyzing philosophical and psychoanalysis theories along with metalogues of their experiences and reflections, the authors focus on the responses to specific words and clichés in transformation and education literature so as to emphasize the meaning of ideas.
The autobiographical work and narrative research lead the authors to the contemplation of understanding transformation in stages of their lives. Dr. Formenti introduces her connection to transformation as her way of reflecting and finding authentic meaning in her world with uncertain transition and beyond intellectual understandings. Dr. West emphasizes the struggles between life and learning and the uncertainty of the future being a condition to discover. Both use their practices in psychology and psychoanalysis to ask questions and present readers with reflective opportunities to strengthen their understanding in each chapter.
Transformation from social and personal change are discussed as re-occurring themes throughout each chapter as the dialogues focus on different perspectives based on experiences connecting the authors in various situations. The first chapter addresses the ideas of beauty, conflict, and aesthetics in connection with their reactions to the same piece of art work by Michelangelo.
Chapter 2 applies the sociological lens of Zygmunt Bauman’s “liquid modernity” and the fluid state of humanness. Theorizing that marketing in culture penetrates personal lives as consumers and students, the influences in the global space cannot be ignored when analyzing personal transformation.
Focusing on theories of adult education from Jack Mezirow, Chapter 3 considers the connection of transformation and adults’ desire for making sense of experiences and finding satisfaction. Reflective questions of personal recognition of transformation stages develop from examples of a colleague’s path from seeking asylum to becoming an advocate for non-traditional students.
The authors’ backgrounds with psychology and psychoanalysis are demonstrated in Chapter 4’s focus on critical theories of transformation. Chapter 5 presents connections between education and Sigmund Freud’s ideas for analysis of how students and educators interact in relationships. Dialogues in Chapter 6 present “soul work,” or the idea of symbolic thinking and connection to the spiritual self, in all aspects of life, personal and professional.
The theme of relationships continues in Chapter 7 focusing more on relationships with one’s self and identifying the levels of learning from zero to three with each stage working toward identity change. Chapter 8 shifts to a social perspective of transformation with historical perspectives of learning and the authors cogitating on social and spiritual writings. Dr. Formenti presents a strictly feminist perspective from history and observation of the lack of women in her personal experiences.
Connecting back to their own personal journeys, the authors focus on religion and spiritual connections, or lack of connections in their lives. As each chapter of the book demonstrates, dialogue and making mutual connections, regardless of the dichotomy of beliefs, allows for different perspectives.
This book is laden with connections between philosophy, psychoanalysis techniques, and knowledge, and steadily presents the authors’ dialogue and stories that bring personal connection to the reader. A philosophy scholar might find new connections between their own studies and their personal transformation based on the authors’ dialogues in each chapter. Readers not as familiar with the historical ideas are not lost by virtue of the connection between the ideas and the personal connections shared from different perspectives of the authors and other’s analysis.
Readers who share or have an inkling to share the authors’ mission of being open about perspectives and finding alternate ways of seeing and knowing will find personal meaning throughout Transforming Perspective in Lifelong Learning and Adult Education.
