践行体现式倾听,实现转变:变革性倾听协议

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Transformative Education Pub Date : 2024-07-19 DOI:10.1177/15413446241258681
Alessandra Romano, Deborah J. Kramlich, Victoria Marsick, Tes Cotter Zakrzewski, Laurie Anderson-Sathe, Janette Brunstein, Ed Cunliff, Anne-Liisa Longmore
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摘要

在这篇文章中,我们探讨了通过制定变革性倾听协议(TLP),为变革性倾听的实践和探究创造空间的过程。我们的前提是,通过改进倾听的过程和安全的空间,人们可以在讲故事和听故事的过程中相互交流,体现性倾听为变革打开了大门。本文的组织结构从研究设计到变革性学习理论的相关性一应俱全。我们首先介绍了该项目以实践为主导的研究设计(Candy,2006 年),然后介绍了 TLP 的历史发展,包括理论和方法背景。在这一部分之后,我们描述了变革性倾听的实践,并记录了倾听在实践中的三种应用。最后,我们探讨了研究设计和 TLP 的局限性和结论。最后,我们以实践变革性倾听对变革性学习理论发展的意义作为本文的结束语。
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Practicing Embodied Listening for Transformation: The Transformative Listening Protocol
In this article, we explore the process of creating spaces for the practice and inquiry of transformative listening through the development of the Transformative Listening Protocol (TLP). Our premise is that embodied listening opens doors to transformations via a process to improve listening and safe spaces where people may engage with each other in storytelling and story listening. The organization of our paper flows from research design to relevance for transformative learning theory. We begin with a description of the practice led research design for the project (Candy, 2006), we follow that with the historical development of the TLP including sections on both the theoretical and methodological background. After this section we describe the practice-ing of transformative listening with three applications of listening in practice we documented. In the final paragraphs we explore the limitations and conclusions of the research design and of TLP. We conclude the paper with the relevance of practicing transformative listening for the evolution of transformative learning theory.
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来源期刊
Journal of Transformative Education
Journal of Transformative Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
20.00%
发文量
35
期刊介绍: The Journal of Transformative Education (JTED) is a peer-reviewed, scholarly journal focused on advancing the understanding, practice, and experience of transformative education. The journal seeks to deliver high academic quality in an engaging, thought-provoking, participative, and reflexive discourse across the spectrum of issues which transformational education encompasses. Those issues include individual experience, educational and institutional processes, formal and informal purposes and venues for such education, and cultural issues such as accessibility and social context for transformative education.
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