성인의 전환적 학습과 무용

Abstract

When learning adults, we no longer see it as simply acquiring knowledge and skills. Adult learners often seek more education to learn new knowledge or not fall behind in order to adapt to social changes. At the same time, we should learn to make our own interpretations rather than act on other people’s purposes, beliefs, judgments, and emotions. Promoting such understanding is the basic goal of adult education. The core of transformative learning is defined as the process of transforming the frame of reference already held by adults, including mental habits, perspectives, assumptions, and expectations, and focuses on understanding the meaning of experience with autonomous thinking. This study explores the question of how basic values and assumptions already established throughout adult life, such as society, culture, and education, can be transformed through learning by exploring the transformative learning as a way to transform the meaning of these experiences into new thinking. Therefore, this study discusses the value and role of dance as the transformative learning for adults by discussing where dance is located and how it plays its role in transform the frame of reference for communication, and aims to expand dance education. This study discusses the following purpose: First, to investigate education for value and communication to a new perspective in adults, it discusses the concept of the transformative learning and the critical reflection, which is the essence of adult education, and explore the dance to communication. Second, to explore the transformative learning as open communication that sympathises with others, it explores emotion and body implications in the transformative learning recognition and depicts the role of dance for the reconstruction and expansion of adult baseline frames.