| Id |
Subject |
Object |
Predicate |
Lexical cue |
| T1 |
0-47 |
Sentence |
denotes |
Transformative dimensions of lifelong learning: |
| T2 |
48-76 |
Sentence |
denotes |
Mezirow, Rorty and COVID-19. |
| T3 |
77-164 |
Sentence |
denotes |
COVID-19 has done significant damage to individuals, families, workers and the economy. |
| T4 |
165-301 |
Sentence |
denotes |
What is not known about the virus is part of the problem, and the knowledge gap drives an unprecedented and urgent search for knowledge. |
| T5 |
302-406 |
Sentence |
denotes |
This article explores the challenges for lifelong learning and the relevance of transformative learning. |
| T6 |
407-561 |
Sentence |
denotes |
Disorientation, disorienting dilemmas and critical reflection are the ingredients of such learning, since we can only learn our way out of this situation. |
| T7 |
562-719 |
Sentence |
denotes |
The authors present American adult educator Jack Mezirow's theory of transformative learning (TL) as an appropriate learning framework for lifelong learning. |
| T8 |
720-1052 |
Sentence |
denotes |
They draw on the work of American philosopher Richard Rorty and German philosopher and sociologist Jürgen Habermas to re-shape TL so that it supports the kind of learning that is sufficiently complex and nuanced to enable us to deal with contradictions, ambivalence and meaning-making in a world where not-knowing is the new normal. |
