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
Chapter Title
Fostering Critical Reflection in The Frame of Transformative Learning in Adult Education: Italian and Nigerian Comparative Case Studies
Authors
Tajudeen Akinsooto, Concetta Tino, Monica Fedeli
Language
English
DOI
10.36253/978-88-5518-155-6.11
Peer Reviewed
Publication Year
2020
Copyright Information
© 2020 Author(s)
Content License
Metadata License
Book Title
International and Comparative Studies in Adult and Continuing Education
Editors
Regina Egetenmeyer, Vanna Boffo, Stefanie Kröner
Peer Reviewed
Number of Pages
238
Publication Year
2020
Copyright Information
© 2020 Author(s)
Content License
Metadata License
Publisher Name
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
Series Title
Studies on Adult Learning and Education
Series ISSN
2704-596X
Series E-ISSN
2704-5781