Insights from Liminality
Navigating the Space of Transition and Learning
DOI:
https://doi.org/10.25749/sis.26969Keywords:
liminality, correspondence, transformative learning, disorientationAbstract
This study explores the concept of liminality, a transitional phase marked by uncertainty and disorientation, within the context of adult education. The research employed the correspondence method, engaging in a three-month exchange with a participant to reflect on the personal experience of the liminal phase. Through sharing stories and examining connections with transformative learning, the research highlights the importance of encounter and dialogue in navigating liminality and fostering the emergence of new perspectives. The results of the study offer insight into the utility of the dialogical approach of Martin Buber in understanding and enduring the liminal phase.
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