Critical reflection (CR) is an important process for making decisions on complex issues that influence individuals and societal life. The ability to inform our perceptions and thoughts through the results of critical reflection on our assumptions is fundamentally important in order to face the challenges connected to adult life (Kreber, 2012). Under the perspective of transformative learning (Mezirow & Associates, 2000), the paper discusses the similarities and differences between the ways in which the Italian and Nigerian higher education systems support students’ critical reflection. The results show how the two systems are on the right track to implementing the process at the micro and meso levels.
Obafemi Awolowo University, Nigeria - ORCID: 0000-0001-9375-1177
University of Padua, Italy - ORCID: 0000-0002-5397-9473
University of Padua, Italy - ORCID: 0000-0002-8099-0432
Titolo del capitolo
Fostering Critical Reflection in The Frame of Transformative Learning in Adult Education: Italian and Nigerian Comparative Case Studies
Autori
Tajudeen Akinsooto, Concetta Tino, Monica Fedeli
Lingua
English
DOI
10.36253/978-88-5518-155-6.11
Opera sottoposta a peer review
Anno di pubblicazione
2020
Copyright
© 2020 Author(s)
Licenza d'uso
Licenza dei metadati
Titolo del libro
International and Comparative Studies in Adult and Continuing Education
Curatori
Regina Egetenmeyer, Vanna Boffo, Stefanie Kröner
Opera sottoposta a peer review
Numero di pagine
238
Anno di pubblicazione
2020
Copyright
© 2020 Author(s)
Licenza d'uso
Licenza dei metadati
Editore
Firenze University Press
DOI
10.36253/978-88-5518-154-9
ISBN Print
978-88-5518-153-2
eISBN (pdf)
978-88-5518-154-9
eISBN (epub)
978-88-5518-155-6
Collana
Studies on Adult Learning and Education
ISSN della collana
2704-596X
e-ISSN della collana
2704-5781