Jump to ContentJump to Main Navigation
Democracy and ExpertiseReorienting Policy Inquiry$
Users without a subscription are not able to see the full content.

Frank Fischer

Print publication date: 2009

Print ISBN-13: 9780199282838

Published to Oxford Scholarship Online: May 2009

DOI: 10.1093/acprof:oso/9780199282838.001.0001

Show Summary Details
Page of

PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 28 November 2020

Transformative Learning Through Deliberation: Social Assumptions and the Tacit Dimension *

Transformative Learning Through Deliberation: Social Assumptions and the Tacit Dimension *

(p.214) 8 Transformative Learning Through Deliberation: Social Assumptions and the Tacit Dimension*
Democracy and Expertise

Frank Fischer (Contributor Webpage)

Oxford University Press

This chapter takes up an essential contention of deliberative democracy, namely the idea that citizens can improve their communicative competencies in ways that lead to self-transformative learning. It explores this argument by examining the nature of critical social learning, in particular the way it turns on underlying assumptions and tacit understandings. Toward this end, the text employs theoretical contributions from the field of adult education, especially work on ‘transformational learning’ pioneered by theorists such as Freire and Mezirow. In the process, it speaks to the role of differences in deliberative theory — especially those related to culture, gender, class, or race — and their crucial function in the dialectical processes of argumentation. The chapter concludes with a discussion of the implications of tacit knowledge for expert practices and the facilitation of democratic dialogue.

Keywords:   transformative learning, deliberative theory, citizen competencies, tacit knowledge, Michael Polanyi, professional education, policy inquiry, Donald Schoen, postmodernism, folk pedagogy

Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .