The Study of Student Empowerment Through Liberal Arts Learning at Po-Ya School of Tunghai University: The Application of Transformative Learning Theory

• Main Authors: Heng-Jia Xu, 許恆嘉
• Other Authors: Meng-Ching Hu
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/34774289016434355780

博士 === 國立中正大學 === 成人及繼續教育研究所 === 102 === The purpose of this study is to explore the mechanism of transformation of students who were involved in liberal arts learning at Po-Ya school. This study first investigates the impact of Protestant Spirit on Tunghai University in a macro perspective through literature review and historical context. Then in a middle scale, it tries to clarify the design of education of Po-Ya School. The main part of this study is to understand students’ motivation of joining Po-Ya School, their learning process and difficulties, and focuses on the interviewees’ inner and outer mechanism of transformation and the result of the empowerment in a micro perspective. Finally, according to the result of study, the researcher provides suggestion on the theoretical construction of liberal arts education for Tunghai University. By means of grounded theory approach, a total of ten graduates were selected through purpose sampling and theoretical sampling, five belonging to the first year and five to the second year respectively. The interview content was analyzed by Nvivo10 and the research reliability was confirmed with records and articles collected from the researcher’s field of practice. The study discovers that Po-Ya School was established on the background of Protestantism and its graduates were immersed in in-depth learning and sharing through close interpersonal relationship. Consequently such contrast events happened as to make the interviewees realize their differences from those non-participants, and these contrast events would touch off the amplifying effect of learning motivation. Based on the findings, the study proposes “interpersonal contrast effect theory” that defines the main characteristic of transformation and empowerment of liberal arts learning at Po-Ya School. The study leads to the following conclusions: 1. The education resources invested in Po-Ya School are manifested in its in-depth interpersonal connection. 2. Students’ motivation of joining and their identity with Po-Ya School must coincide with the core spirit of liberal arts learning. 3. Interpersonal connection creates contrast events and amplifies learning motivation, and therefore touches off transformation. 4. Empowerment happens in four dimensions: knowledge, praxis, attitude and integration, and praxis dimension is the most manifest. 5.The theory and practice of liberal arts education should be human-based. The study proposes the following suggestions: For Tunghai University: 1. More exchange and cooperation with school practicing liberal arts education home and abroad. 2. More human resources invested with systematic training in liberal arts education. 3. More independence for a liberal arts school. 4. Education content transforming into more creativity-oriented. For the design of liberal arts education: 1.Integrating the core spirit of liberal arts into the education design. 2. Changing the courses from lecture-oriented to student-development-oriented. 3. More attention to the motivation amplifying effect of close interpersonal connection on contrast events. 4.Diversity in education content design. Students who will join liberal arts school are encouraged to own the following characteristics: 1.The value and spirit of learning consistent with that of the liberal arts school. 2. Intrinsic learning motivation. 3. Praxis-and creativity-oriented learning. 4. Willingness to accept close interpersonal interaction. Finally, the research suggests more studies should probe into the reasons of students who drop out of liberal arts education, and long-term tracking of graduates of liberal arts education. In addition, multiple indexes of leaning and empowerment should be established.