Coping with cognitive errors in adults’ assumptions: an approach of transformative learning with the lens of cognitive psychotherapy

According to Transformative Learning Theory, people interpret, assimilate and transform new experiences based on their socially shaped, taken-for-granted assumptions. People tend to reflect on their assumptions when they face a disorienting dilemma that makes those assumptions dysfunctional. The adu...

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Λεπτομέρειες βιβλιογραφικής εγγραφής
Κύριοι συγγραφείς: RIGALOU, CHRISTINA, VORVILAS, GEORGE
Μορφή: Online
Γλώσσα:English
Έκδοση: Urray 2016
Θέματα:
Διαθέσιμο Online:https://pasithee.library.upatras.gr/ejupUNESCOchair/article/view/2287
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spelling oai:ojs.pasithee.library.upatras.gr:article-22872023-04-07T08:26:02Z Coping with cognitive errors in adults’ assumptions: an approach of transformative learning with the lens of cognitive psychotherapy RIGALOU, CHRISTINA VORVILAS, GEORGE Cognitive errors, dysfunctional assumptions, cognitive psychotherapy, transformative learning According to Transformative Learning Theory, people interpret, assimilate and transform new experiences based on their socially shaped, taken-for-granted assumptions. People tend to reflect on their assumptions when they face a disorienting dilemma that makes those assumptions dysfunctional. The adult educator’s role is to guide learners to a critical re-examination of their dysfunctional assumptions in order to adopt alternative points of view that will help them cope with that disorienting dilemma. That transformative process can be facilitated when the adult educator is able to recognize and handle several cognitive errors which are included in dysfunctional assumptions. A typology of cognitive errors in adults’ reasoning can be defined with the aim of Cognitive Psychotherapy. Using that typology in a transformative learning framework is not inexpedient since both Cognitive Psychotherapy and Transformative Learning Theory share some basic premises about the transformation of adults’ feelings and understanding of the world. Urray 2016-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://pasithee.library.upatras.gr/ejupUNESCOchair/article/view/2287 10.26220/une.2287 Educational Journal of the University of Patras UNESCO Chair; Vol. 3, N. 1 (2016) Educational Journal of the University of Patras UNESCO Chair; Vol. 3, N. 1 (2016) 2241-9152 eng https://pasithee.library.upatras.gr/ejupUNESCOchair/article/view/2287/2495
institution UPatras
collection Pasithee
language English
topic Classical Mechanics principles, Quantum Mechanics basic principles, wave in Quantum Mechanics. Copenhagen interpretation, Everett III interpretation
Lifelong learning, perceptions, students
Cognitive ergonomics, space ergonomics, computer laboratory
Bologna Process, globalisation, policy ensemble, higher education, discourse
Cognitive errors, dysfunctional assumptions, cognitive psychotherapy, transformative learning
Undergraduate specialization, painting, South-South Nigeria, last millennium, survey and Universities
Physical Science teacher, teacher training, pedagogical content knowledge, didactic transposition
Textbooks, evaluation, teacher, student, educational policy
Cultural capital, educational expectations, occupational expectations, primary school, natives, immigrants
Precursor model, socio cognitive approach, primary education, light, shadow
Art education, artistic creation, education, subjective teaching, creation
Didactic transposition, science education, manual analysis, atom
spellingShingle Classical Mechanics principles, Quantum Mechanics basic principles, wave in Quantum Mechanics. Copenhagen interpretation, Everett III interpretation
Lifelong learning, perceptions, students
Cognitive ergonomics, space ergonomics, computer laboratory
Bologna Process, globalisation, policy ensemble, higher education, discourse
Cognitive errors, dysfunctional assumptions, cognitive psychotherapy, transformative learning
Undergraduate specialization, painting, South-South Nigeria, last millennium, survey and Universities
Physical Science teacher, teacher training, pedagogical content knowledge, didactic transposition
Textbooks, evaluation, teacher, student, educational policy
Cultural capital, educational expectations, occupational expectations, primary school, natives, immigrants
Precursor model, socio cognitive approach, primary education, light, shadow
Art education, artistic creation, education, subjective teaching, creation
Didactic transposition, science education, manual analysis, atom
RIGALOU, CHRISTINA
VORVILAS, GEORGE
Coping with cognitive errors in adults’ assumptions: an approach of transformative learning with the lens of cognitive psychotherapy
topic_facet Classical Mechanics principles, Quantum Mechanics basic principles, wave in Quantum Mechanics. Copenhagen interpretation, Everett III interpretation
Lifelong learning, perceptions, students
Cognitive ergonomics, space ergonomics, computer laboratory
Bologna Process, globalisation, policy ensemble, higher education, discourse
Cognitive errors, dysfunctional assumptions, cognitive psychotherapy, transformative learning
Undergraduate specialization, painting, South-South Nigeria, last millennium, survey and Universities
Physical Science teacher, teacher training, pedagogical content knowledge, didactic transposition
Textbooks, evaluation, teacher, student, educational policy
Cultural capital, educational expectations, occupational expectations, primary school, natives, immigrants
Precursor model, socio cognitive approach, primary education, light, shadow
Art education, artistic creation, education, subjective teaching, creation
Didactic transposition, science education, manual analysis, atom
format Online
author RIGALOU, CHRISTINA
VORVILAS, GEORGE
author_facet RIGALOU, CHRISTINA
VORVILAS, GEORGE
author_sort RIGALOU, CHRISTINA
title Coping with cognitive errors in adults’ assumptions: an approach of transformative learning with the lens of cognitive psychotherapy
title_short Coping with cognitive errors in adults’ assumptions: an approach of transformative learning with the lens of cognitive psychotherapy
title_full Coping with cognitive errors in adults’ assumptions: an approach of transformative learning with the lens of cognitive psychotherapy
title_fullStr Coping with cognitive errors in adults’ assumptions: an approach of transformative learning with the lens of cognitive psychotherapy
title_full_unstemmed Coping with cognitive errors in adults’ assumptions: an approach of transformative learning with the lens of cognitive psychotherapy
title_sort coping with cognitive errors in adults’ assumptions: an approach of transformative learning with the lens of cognitive psychotherapy
description According to Transformative Learning Theory, people interpret, assimilate and transform new experiences based on their socially shaped, taken-for-granted assumptions. People tend to reflect on their assumptions when they face a disorienting dilemma that makes those assumptions dysfunctional. The adult educator’s role is to guide learners to a critical re-examination of their dysfunctional assumptions in order to adopt alternative points of view that will help them cope with that disorienting dilemma. That transformative process can be facilitated when the adult educator is able to recognize and handle several cognitive errors which are included in dysfunctional assumptions. A typology of cognitive errors in adults’ reasoning can be defined with the aim of Cognitive Psychotherapy. Using that typology in a transformative learning framework is not inexpedient since both Cognitive Psychotherapy and Transformative Learning Theory share some basic premises about the transformation of adults’ feelings and understanding of the world.
publisher Urray
publishDate 2016
url https://pasithee.library.upatras.gr/ejupUNESCOchair/article/view/2287
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