Paper Status Tracking
Contact us
[email protected]
Click here to send a message to me 3275638434
Paper Publishing WeChat

Article
Affiliation(s)

Federal University of Paraná, DTFE, Paraná, Brazil Witten-Herdecke University, Witten, Germany Alanus University of Arts and Social Sciences, Alfter, Germany

ABSTRACT

Contemporary higher education has been largely defined by the economy and by its capacity to generate employment and income. At no other time has there been such an overwhelming need to review the objectives of higher education. Growing social inequality, despite the progress of science and technology, together with progressive environmental degradation, demand a review of the objective of education aimed merely at gaining knowledge and techniques for adaptation to the world of work. This study aims to discuss higher education as a contribution to self-transformation towards a greater commitment to others. This relationship will be approached based on the discipline of Educational Psychology, which is offered for bachelors’ degrees and is concerned with theories regarding human development and learning.

KEYWORDS

higher education, educational psychology, self-transformation

Cite this paper

Tania Stoltz, Ulrich Weger, & Marcelo da Veiga. (2017). Higher Education as Self-Transformation. Psychology Research, 7(2), 104-111.

References

Aguiar, W. M. J., & Ozella, S. (2006). Núcleos de significação como instrumento para a apreensão da constituição dos sentidos. Psicologia, Ciência e Profissão. [online], 26(2), 222-245. Retrieved April 29, 2007, from http://pepsic.bvsalud.org/pdf/pcp/v26n2/v26n2a06.pdf

Bauman, Z. (2003). Educational challenges of the liquid-modern era. Diogenes, 50(1), 15-26. Retrieved October 27, 2016, from dio.sagepub.com

Beard, C., Humberstone, B., & Clayton, B. (2014). Positive emotions: Passionate scholarship and student transformation. Teaching in Higher Education, 19(6), 630-643.

Cox, R. D. (2010). Evolution of the soul: The transformative connection between cultural consciousness, spirituality, and self-empowerment for African American community college adult learners (Doctoral dissertation). Retrieved from Dissertation Abstracts International Section A: Humanities and Social Sciences. U North Carolina at Greensboro, US. US: ProQuest Information & Learning.

Fleming, T. (2012). The self in transformation: What gets transformed in transformative learning? In C. J. B. McGill, & S. M. Kippers (Eds.), Pathways to transformation: Learning in relationship (pp. 343-353). Charlotte, NC, US: IAP Information Age Publishing.

Goethe, J. W. (1981) Goethe anschauendes Denken. Frankfurt am Main: Insel Verlag.

Jenkins, C. M. (2016). Its the right thing to do: The voices of seven white culturally responsive professors of education   (Doctoral dissertation). Retrieved from Dissertation Abstracts International Section A: Humanities and Social Sciences.  Texas A&M University, Educational Administration and Human Resource Development. US: ProQuest Information & Learning.

Kies, K. M. (2014). Transforming perspectives with expanded inner knowing: How attention to the varieties of lived   experience leads to transformative learning (Doctoral dissertation). Retrieved from Dissertation Abstracts International: Section B: The Sciences and Engineering. Saybrook Graduate School and Research Center, US. US: ProQuest Information & Learning.

Lin, J. (2013). Education for transformation and an expanded self: Paradigm shift for wisdom education. In J. Lin, R. L. Oxford, E. J. Brantmeier (Eds.), Re-envisioning higher education: Embodied pathways to wisdom and social transformation (Transforming education for the future) (pp. 23-32). Charlotte, NC, US: IAP.

Lin, J., Oxford, R. L., & Brantmeier, E. J. (Eds.) (2013). Re-envisioning higher education: Embodied pathways to wisdom and social transformation (Transforming education for the future). Charlotte, NC, US: IAP.

Lum, G. (2014). Responding to the problems of higher education: A case of liquidity or liquidation? British Journal of Sociology of Education, 35(4), 626-632.

McGill, C. J. B., & Kippers, S. M. (2012). Pathways to transformation: Learning in relationship. Charlotte, NC, US: IAP Information Age Publishing.

Meixner, C. (2013). Locating self by serving others: A journey to inner wisdom. In J. Lin, R. L. Oxford, E. J. Brantmeier (Eds.), Re-envisioning higher education: Embodied pathways to wisdom and social transformation (Transforming education for the future) (pp. 317-334). Charlotte, NC, US: IAP.

Nelson, A. (2016). Exploring the transformation of actorship among students at a small Swedish university: Background, actorship and achievement. Higher Education,71(2), 289-305.

Robinson, S., & Blenker, P. (2014). Tensions between rhetoric and practice in entrepreneurship education: An ethnography from Danish education. EuropeanJournalof Higher Education, 4(1), 80-93.

Schiller, F. (1990). A educação estética do homem: numa série de cartas. Trad. Roberto Schwarz e Márcio Suzuki. São Paulo: Iluminuras.

Schleder, K., & Stoltz, T. (2014). Art just for Artist? Considerations based on R. Steiner. RoSEResearch on Steiner education, 5, 112-120. Retrieved October 11, 2016, from http://www.rosejourn.com/index.php/rose/article/view/212/221

Steiner, R. (1996). A educação da criança: segundo a ciência espiritual (3rd ed.). São Paulo:Antroposófica.

Steiner, R. (1994). Arte e Estética segundo Goethe: Goethe como inaugurador de uma estética nova. Tradução de Marcelo da Veiga. São Paulo: Antroposófica.

Steiner, R. (2005). Die philosophie der freiheit: GrundlageeinermodernenWeltanschauung. Dornach: Rudolf Steiner Verlag.

Steiner, R. (1979). Grundlinieneiner Erkenntnistheorie der Goetheschen Weltanschauung: mitbesondererRücksicht auf Schiller.  Dornach: Rudolf Steiner Verlag.

Steiner, R. (2004). O método cognitivo de Goethe: Linhas básicas para uma gnosiologia da cosmovisãogoethiana (2nd ed.). São Paulo: Antroposófica.

Steiner, R. (1980). Wahrheit und Wissenschaft: Vorspieleiner “Philosophie der Freiheit”. Dornach: Rudolf Steiner Verlag.

Stoltz, T., & Weger, U. (2012). Piaget and Steiner: Science and art in the process of formation. Research on Steiner Education (RoSE), 3(1), 134-145. Retrieved October 25, 2012, from http://www.rosejourn.com/index.php/rose/article/viewFile/106/
131

Stoltz, T., & Weger, U. (2015). O pensar vivenciado na formação de professores. Educar em Revista, 56, 67-83. Retrieved November 10, 2016, from http://dx.doi.org/10.5380/educar.v0i56.41444

Tennant, M. (2012). The learning self: Understanding the potential for transformation (1st ed.). San Francisco: Jossey-Bass.

Veiga, M. da (2012). How much “spirit” should higher education afford? Other Education: The Journal of Educational Alternatives, 1, 166-170.

Veiga, M. da (2014). O significado do pensamento filosófico para a Pedagogia Waldorf. In T. Stoltz, & M. da Veiga (Orgs.) O pensamento de Rudolf Steiner no debate científico (pp. 09-32). Campinas, SP: Editora Alínea.

Veiga, M. da (2015). Revisiting humanism as guiding principle for education: An excursion in to Waldorf Pedagogy. Educar em Revista, 56, 19-31. Retrieved November 10, 2016, from http://dx.doi.org/10.5380/educar.v0i56.41417

Veiga, M. da, & Stoltz, T. (Orgs.) (2014). O pensamento de Rudolf Steiner no debate científico. Campinas, SP: Editora Alínea.

Welburn, A. (2005). A filosofia de Rudolf Steiner e a crise do pensamento contemporâneo. São Paulo: Madras.

Zhang, A. (2013). Service learning as civic and spiritual engagement. In J. Lin, R. L. Oxford, & E. J. Brantmeier (Eds.), Re-envisioning higher education: Embodied pathways to wisdom and social transformation (Transforming education for the future) (pp. 285-297). Charlotte, NC, US: IAP.

About | Terms & Conditions | Issue | Privacy | Contact us
Copyright © 2001 - David Publishing Company All rights reserved, www.davidpublisher.com
3 Germay Dr., Unit 4 #4651, Wilmington DE 19804; Tel: 1-323-984-7526; Email: [email protected]