Understanding transformative learning through adults with multiple sclerosis :a phenomenological study


Taylor, Matthew A.. (2008). Understanding transformative learning through adults with multiple sclerosis :a phenomenological study. Theses and Dissertations Collection, University of Idaho Library Digital Collections.

Understanding transformative learning through adults with multiple sclerosis :a phenomenological study
Taylor, Matthew A.
Transformative learning Multiple sclerosis--Patients--Education
Over the past two decades, the number of adults with a chronic illness has increased dramatically with projections that those numbers will continue to grow. These illnesses are not only life-long, they are life changing. Within the adult educational context, the chronic illness experience is considered a disorienting dilemma that can subsequently trigger perspective transformation. What is absent in these considerations are the issues inherent to living with a chronic illness and how it affects, impacts, and or constrains the adult learning context. The problem addressed by this study was the need to examine transformative learning through the lived experiences of adults with a chronic illness. Using the procedures of data analysis for phenomenology outlined by Moustakas, data collected through interviews with eight adults diagnosed with multiple sclerosis (MS) resulted in the textural and structural descriptions of six distinct themes; acceptance, adaptation, empowerment, experiential learning, differentiation, and transcendence. Learning was central to each theme and represents the essence of the lived experiences of adults with MS. Through reduction analysis it was determined that some aspects of perspective transformation were apparent in the learning experienced by adults with MS. However, it was unclear whether perspective transformation in adults with MS was triggered by the diagnosis or a subsequent catalytic experience. Due to altered social relationships, speech disorders, cognitive impairments, and others' misconceptions about chronic illness, the data from this study revealed that discourse may be one phase of perspective transformation in which some adults with a chronic illness, may have difficulty engaging. It also appears that for some of the participants discovering and then creating the conditions necessary to evoke and hasten the process of transformative learning may be a challenge.
Thesis (Ph. D., Education)--University of Idaho, May 2008.
Major Professor:
Roger Scott.
Defense Date:
May 2008.
Format Original:
ix, 135 leaves ;29 cm.

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