Drawing Lines and Crossing Borders: Transformation Theory and Richard Rorty’s Philosophy

Abstract

This article aims at expanding transformation theory through the work of the philosopher Richard Rorty. His concept of redescription allows us to distinguish between good learning and transformative learning and to counteract the critique of conceptional looseness. In addition, Rorty’s thesis of contingency and his notion of irony are going to be explored in respect to their implications for transformative learning theory.

Transformative dimensions of lifelong learning: Mezirow, Rorty and COVID-19

“…Therefore, TL theory, as much as it focuses on individuals experiencing a perspective transformation, is mainly concerned with a discursive format to promote the kind of TL which is appropriate for deliberative decision-making processes and participation in democracy. What is missing is a philosophical grounding that reflects both processes of transformation and related, suitable concepts to foster TL on a meta-theoretical level (Eschenbacher 2019 ). In the context of COVID-19, this becomes apparent as a dilemma that needs to be adequately addressed through the theory of TL.…”

“…He embraces an ethic of invention and seeks to open up possibilities to transform our given selves by redescribing our current selves. Transformation can be conceptualised as a redescription of ourselves, our situation and our being in the world, whereas Rorty’s idea of vocabularies is closer to what Mezirow understands as frame of reference (Eschenbacher 2019 ).…”

“…By redescribing the circumstances of our assumptions, we are able to deconstruct them and change our ways of posing and solving problems. We are able to free ourselves from self-imposed limits through the constant process of redescription (Eschenbacher 2019 ). It is central to Rorty’s ideas that one is not trapped by one way of looking at the world that is forced on us.…”

“…It is through the experience of (existential) crisis that learners become aware of the limits of their vocabulary in use. Instead of trying to arrive at a final vocabulary, one we take for granted, Rorty suggests – as does Mezirow – to remain open to alternative vocabularies, to understand them as tentative , and contingent ; as one way of being or one possible vocabulary among others (Eschenbacher 2019 ). Rorty’s concept of irony stresses the idea that we are free to create new vocabularies, to redescribe ourselves and to transform our guiding assumptions.…”

Bildung and Transformative Learning Theory: Two Peas in a Pod?

“…According to Eschenbacher (2019), though, Mezirow’s adoption of Habermas’s concepts in his theory poses limits which give rise to some tensions within the theory. One such tension arising from the use of the ideas of Habermas is manifested according to E.…”