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Franklian Existentialism and Transformative Learning: Unlikely Co-Captains in Uncertain Times

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Title: Franklian Existentialism and Transformative Learning: Unlikely Co-Captains in Uncertain Times
Language: English
Authors: McDonald, Stephanie (ORCID 0000-0003-2504-7932), Perry, J. Adam (ORCID 0000-0002-6983-6581)
Source: Journal of Transformative Education. Oct 2023 21(4):556-573.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Evaluative
Education Level: Adult Education
Descriptors: Transformative Learning, Philosophy, Motivation, Psychology, Religious Factors, Learning Theories, Humanism, Adult Education, Psychotherapy
DOI: 10.1177/15413446231152853
ISSN: 1541-3446
1552-7840
Abstract: Dimensional ontology is Viktor E. Frankl's theory that contends humans are composed of their biological, psychological, and noological (spiritual) dimensions. Frankl maintains that it is in the noological dimension where humans freely choose their responses to the environmental, psychological, and biological conditions that befall them. Frankl's humanistic existentialism is a pushback against depth psychology -- which broadly is the belief that human behaviour can be ascribed to hidden motives such as drives, instincts, or the dictates of the unconscious. Some scholars have applied the ideas of Carl Jung, a depth psychologist, to their theorizing of transformative learning. Broadly, the aim of this conceptual paper is to chart new courses for scholars to explore spiritual and psychological aspects of transformative learning, more specifically, routes separate from depth psychology. It opens with brief reviews of humanism, existentialism, and depth psychology, before exploring how Franklian existentialism might enrich the already fertile and expansive terrain of transformative learning.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1392897
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22McDonald%2C+Stephanie%22">McDonald, Stephanie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2504-7932">0000-0003-2504-7932</externalLink>)<br /><searchLink fieldCode="AR" term="%22Perry%2C+J%2E+Adam%22">Perry, J. Adam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6983-6581">0000-0002-6983-6581</externalLink>)
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Dimensional ontology is Viktor E. Frankl's theory that contends humans are composed of their biological, psychological, and noological (spiritual) dimensions. Frankl maintains that it is in the noological dimension where humans freely choose their responses to the environmental, psychological, and biological conditions that befall them. Frankl's humanistic existentialism is a pushback against depth psychology -- which broadly is the belief that human behaviour can be ascribed to hidden motives such as drives, instincts, or the dictates of the unconscious. Some scholars have applied the ideas of Carl Jung, a depth psychologist, to their theorizing of transformative learning. Broadly, the aim of this conceptual paper is to chart new courses for scholars to explore spiritual and psychological aspects of transformative learning, more specifically, routes separate from depth psychology. It opens with brief reviews of humanism, existentialism, and depth psychology, before exploring how Franklian existentialism might enrich the already fertile and expansive terrain of transformative learning.
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