【作者】 贾凡；

【导师】 高志敏；

【作者基本信息】 华东师范大学 ， 成人教育学， 2010， 博士

【摘要】 在我的导师“回归丰富的成人生活世界,走进缤纷的成人精神家园”的研究理念指引下,本文聚焦于“成人精神家园”的研究领域,选择“成人精神世界”这一主题为研究背景,对目前国际成人教育研究领域经典的梅兹罗转化学习理论而开展了一次质性研究的崭新尝试。在质性研究方法的运用中,主要运用访谈法,对身在上海的14位成年个体进行为期8个月的跟踪访谈。论文最终选定了5位受访者为个案,并对他们的生活故事进行了生动描述。基此,从成人教育学的视角出发,运用跨学科的分析方法,对其中与精神世界相关的转化学习现象进行了的深入的挖掘与阐释。论文分上、中、下三篇展开,共十章内容：“上篇基础篇”第一章绪论。阐述了论文选题的缘由,并分别围绕精神世界、转化学习两个主题对国内外研究成果进行梳理及述评。基此,对它们在本论文中的涵义做出界定。具体而言：——成人总是以自己固有的方式来看待周围世界,并对之形成了一系列基本的假设与预期(即意义观点)。简言之,转化学习就是专门针对这种假设与预期(意义观点)的一种质变过程；——从质性研究方法、生活故事、转化学习三个关键概念出发,对“精神世界”在本论文中的涵义进行了详细的澄清与界定。最后,本章又对整个研究的方案进行了总体设计。第二章研究方法与过程。集中介绍了质性研究方法的选择与运用过程,具体包括：访谈过程与结果、生活故事的呈现方式、故事分析的框架与思路,以及多种分析方法或技巧等。“中篇分解篇”用第三章至第七章的篇幅,分别展示了白嘉露(女,29岁)、李智伟(男,31岁)、周丽颖(女,37岁)、陈建华(男,56岁)、许国屏(男,69岁)等5位受访者的生活故事。基此,再分别对其精神世界中的转化学习现象进行跨学科的分析、挖掘与解读。其中,就前4个个案来看,他们主要表现出个体实现转化学习的现象与过程。与之相对应,许国屏的故事则是通过个体来引发社会之转化学习的典型。“下篇探索篇”第八章基于个案的转化学习综合与比较。即在中篇分析的基础上,对5个故事所表现出的转化学习现象进行跨个案的多维度比较。首先,从意义观点的角度出发,对不同类型、性质的意义观点及其转化学习做出归纳。基此,又对它们之间的各种关系进行了比较与总结。其次,对转化学习过程的不同表现方式,及其个性化影响因素进行比较与归纳。第九章精神世界与转化学习的关系再现。在先前研究的基础上,分静态和动态两个维度,对转化学习与精神世界的关系做出较为系统的提炼与提升。第十章存疑的尾声。具体包括：对既有转化学习理论的评判与反思；以及关于论文若干重要问题的心得、思考与启示。更多还原

【Abstract】 As edified by the research ideal from my doctoral supervisor that "return to the exciting adults’ real life world, and experience the splendid adults’ spiritual homestead", I mainly focus on the area of "adults’ spiritual homestead" this time. As a result, I choose "adults’ spiritual world" as one of the research topic and context of this paper. Besides, I also choose the theory of transformative learning of Jack Mezirow to be the other topic, which has been very popular in international adult educational research field. With which, I try to put them into a new research practice with qualitative research approach.In the process of using qualitative research approach, I use interview method as the main weapon, and have interviewed 14 adults in Shanghai China within 8 months. At last, I choose 5 interviewees, and take their life stories as the formal cases. Based on which, I deeply detect, analyse and interpret the phenomena of transformative learning, which are related to the spiritual world, with the view of Andragogy, as well as multiple-disciplinary theories.This paper is consisted of three sections with then chapters."Section One:Foundation"Chapter 1:Introduction. First of all, I explain the reasons of why I choose "spiritual world" and "transformative learning" as the paper’s theme. Then, related to which I critically collect research productions around domestic and overseas. Then, I define their very meanings in the context of this paper as follows:·Generally speaking, all the adult always has their own ways to see the world around, and takes them as a seires of basic assumptions and anticipatons, which are described as the concept of meaning perspectives of Mezirow. To be brief, the transformative learning could be defined as the transformation of such assumptions and anticipations (or meaning perspectives). ·As for the concept of spiritual world, in order to find its properiate local meaning in this paper, I particularly clarified and defined it from three key conpcepts of this paper, including qualitative research approach, life story and transformative learning.Chapter 2:Research Approach. I introduce the concrete practicing process of qualitative research approach, including the process and results of interview, the way to present life stories, the frame and trains of thought of how to interpret and analyse the life stories with other multi-methods, etc."Section Two:Stories and case Analysis"In this section, I spend 5 chapters (from Chapter 3 to Chapter 7) to deep describe the life stories of 5 cases separately, for example, BAI Jia-lu (female, 29 years old), LI Zhi-wei (male,31 years old), ZHOU Li-yin (Female,37 years old), CHEN Jian-hua (male,56 years old), XU Guo-ping (male,69 years old). Based on which, I detect, analyse and interpret their case phenomena of transformative learning which are related to their spiritual world with multi-disciplinary theories separately.In these 5 cases, the former 4 mainly present how they themselves to carry out their own transformative learning process as an individual. Correspondly, the story of XU Guo-ping shows how he causes the transformative learning of society or community around him."Section Three:Exploration"Chapter8:The Synthesis and Comparation of Transformative Learning Base on Case Analyse. In this Chapter, I synthesize and campare the phenomena of transformative learning with several dimensions which has been presented from all the 5 life stories. Firstly, I take meaning perspectives as the main subject, to sum up their different styles and qualities, and their particular forms of transformative learning. Based on which, I campare and summarize some kinds of relations among them. Secondly, I take the process of transformative learning as main subject, and do the same thing to discuss its different forms and individualized affect factors.Chapter 9:The Re-representation of Relations between Spiritual World and Transformative Learning. Taking all the former research as basic, I systematically collect the relations between these two concepts from a static dimension and a dynamic dimension in a much deeper way.Chapter 10: The Epilogue with Questions. In the ways of asking questions, I take some critical judgements and reflections to the exist theory of transformative learning. At last, in order to learn and think something valuable, I try to discuss some important questions of this paper.更多还原