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A Study of Self-Transforming Process on Astrological Learners
transformative learning theory
本研究從占星學的流行現象觸發研究動機。面對不安定狀態，認識自我是第一步，定義自我、自我增能、達成自我轉化是成人學習的重要目標，更是啟動成人學習的關鍵動機。故本研究意圖瞭解：成人學習者在學習占星學的過程中自我轉化過程。以轉化學習理論與自我轉化為理論框架、半結構的訪談大綱蒐集研究資料，紮根理論的研究方法進行資料分析，在英國占星教育機構Faculty of Astrological Studies招募研究參與者進行實證研究。本研究共訪談10位占星學習者，分析其興起占星學習的背景脈絡、占星學習過程中觸發自我轉化的工具或方法、占星學習過程中自我轉化的歷程及自我轉化的成果。本研究有以下發現：
Even though the scientific discovery and modern technology have dominated the human beings’ logical mind in the modern society, astrology continues to be part of millions of people’s life in both Western and Taiwanese societies when astrology is often viewed as superstition. Previous Sociological studies suggest that fortune-telling services, such as astrological practices, seem to ease the sense of insecurity due to the uncertain future. Previous Psychological studies indicate that the content of daily horoscope in the media has impacts on readers’ or audience’s thoughts and behaviors. Billions of people in the worlds read the horoscope weekly, and millions of people in Taiwan watch horoscope on the Facebook Live every Sunday. It is crucial to investigate further how astrology influences cognitive processing. Knowing the Self is the first step to handle the uncertainty in the time of ambiguity. Finding the meaning of Self, empowering Self, and achieving self-transformation in adulthood are essential goals in adult learning. They are also important keys to motivate adult learning. The phenomenon of Astrology popularity in Taiwan motivates this study. This study explores the self-transforming process of astrological learners and their outcomes. Guided by the self-transformation and the transformative learning theories, this research was conducted in the Faculty of Astrological Studies. The purposes of the study are: 1) to understand the context of astrological learners’ motivation in learning astrology, 2) to construct the process of self-transformation in learning astrology, and 3) to investigate learners’ outcomes of self-transformation. Guided by the Grounded Theory, this qualitative research study collected data through in-depth interviews with 10 astrological learners, to analyze the data through open, axial, and selective coding, and to apply triangulation techniques to validate the results. Results showed: 1. Most astrological learners do not believe in horoscope contents in media before studying astrology. Experiences of natal chart interpretation motivate them to study astrology. The desire to have better learning outcome is the main reason that make them willing to pay for learning. 2. The self-knowledge that astrological symbols are coded is the key to facilitate the self-transfomation of astrological learners. Regularly interpreting the natal chart is the tool that facilitates astrological learners to continue their self-reflection. 3. There are 3 phases of self-transformation of astrological learners which are: the consciousness of the Self, the transforming of the Self, and the continuous exploration of the Self. 4. There are 4 self-transformation outcomes which belong to 2 groups and which consist both the individual Self and social Self. The first group is “A Better Self” and “More open to each individual’s differences.” The second group is the “My Life is in My Control” and “Expectation to Face any Challenges from External Circumstances.” This study has shed light on key points of how mythology or symbolism could help students’ transformative learning within the astrological studies context. Furthermore, the present study advances methods of self-transformation. The research outcomes also extends our knowledge of the self-regulated methods by applying astrological techniques. Findings also contribute to our understanding of how the modern Western astrology helps people in understanding Self and open opportunities for them. The findings indicate that learning outcome is a crucial decision-making factor for adult learners in paying any educational programs. Meanwhile, courses which are designed based on the transformative learning theory, need to arrange new meaning perspectives and related transformative learning activities in programs. Finally, many adult learners seek for adult and continuing education programs during life transition, adult educators need to take their psychological issues into consideration when designing courses. Based on the above findings, this research also has suggestions for adult learners. First of all, topics that deal directly with repeated themes could have enormous impact on individual’s development and transformation. Critical reflection approaches, such as journaling, could be applicated to investigate past experiences or to regulate inner and out worlds. Finally, the acquisition of new meaning perspective requires to plan a course of related action which is also important for adult learners.
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