2020
DOI: 10.1177/1477878520957276
|View full text |Cite
|
Sign up to set email alerts
|

Transformative experience and epiphany in education

Abstract: This article argues for the thesis that epiphanies are a central means for transformative moral and intellectual growth. Drawing on recent work on this concept in moral education, the article develops a conception of epiphany as a genre of transformative experience with three distinct phenomenological dimensions: a disruption of our everyday activity, a realization of an ethical good or value, and an aspiration to integrate this value more fully into our lives. After presenting this conception of epiphany, the… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
3
2

Citation Types

0
9
0

Year Published

2022
2022
2025
2025

Publication Types

Select...
3
3

Relationship

0
6

Authors

Journals

citations
Cited by 15 publications
(13 citation statements)
references
References 46 publications
0
9
0
Order By: Relevance
“…In section two, I draw on Michael Hand's (2017) distinction between directive and non-directive teaching, not to establish a conclusive definition of indoctrination, but to point to the ways in which educators are engaged in a form of transformative education that is particularly vulnerable to claims of indoctrination. In section three, I extend Douglas Yacek and Kevin Gary's (2020) argument for epiphany in education, suggesting the cultivation of epiphany through classroom ethos building as less-directive, if not completely non-directive, and thus a possible pragmatic approach to teaching that fulfils two goals: (1) Less likely to be accused of indoctrination while (2) still fulfilling the aims of an educator interested in perspective transformation in the classroom. Scholars to this point (Dahlbeck, 2022;Morgan, 2022;Yacek and Gary, 2020) have agreed that more work needs to be done in identifying the practical considerations for creating a classroom ethos for epiphany.…”
Section: Introductionmentioning
confidence: 83%
See 4 more Smart Citations
“…In section two, I draw on Michael Hand's (2017) distinction between directive and non-directive teaching, not to establish a conclusive definition of indoctrination, but to point to the ways in which educators are engaged in a form of transformative education that is particularly vulnerable to claims of indoctrination. In section three, I extend Douglas Yacek and Kevin Gary's (2020) argument for epiphany in education, suggesting the cultivation of epiphany through classroom ethos building as less-directive, if not completely non-directive, and thus a possible pragmatic approach to teaching that fulfils two goals: (1) Less likely to be accused of indoctrination while (2) still fulfilling the aims of an educator interested in perspective transformation in the classroom. Scholars to this point (Dahlbeck, 2022;Morgan, 2022;Yacek and Gary, 2020) have agreed that more work needs to be done in identifying the practical considerations for creating a classroom ethos for epiphany.…”
Section: Introductionmentioning
confidence: 83%
“…Yacek and Gary contribute to the literature a different conception of transformative experience, one that I believe can serve as an approach that educators could use to continue cultivating perspective transformation in their students in a less directive, thus less vulnerable and ultimately more effective way. They are concerned (Yacek and Gary, 2020: 219) with the traditional disruptivist theory often discussed in the literature on transformative experience because it overemphasizes the role of disruption and omits the constructive aspects of a transformative experience, claiming that the literature broadly speaking implies that, ‘to be disrupted is to be transformed’. They present an alternative viewpoint in thinking about the role of epiphany in educational spaces.…”
Section: Section Two: Rethinking Transformationmentioning
confidence: 99%
See 3 more Smart Citations