This article explores both the prerequisites and barriers of perspective transformation in the context of two Eastern European societies as examples of post-totalitarian states. Although personal cognitive development is considered as an outcome of perspective transformation, I will demonstrate that certain manifestations of cognitive development as well as autonomous thinking are rather preconditions for engaging in the critical reflection and rational discourse necessary for perspective transformation. These manifestations cannot be taken for granted in societies with a long and still vivid tradition of totalitarianism.
BaberowskiJ. (2003). Der rote Terror. Die Geschichte des Stalinismus [The red terror. The history of Stalinism]. Munich, Germany: Dt. Verl.-Anst.
2.
BagnallR. G. (2012). Transformation or accommodation? A re-assessment of lifelong learning. In AspinD. N.ChapmanJ.EvansK.BagnallR. G. (Eds.), Second international handbook of lifelong learning (pp. 899–914). Dordrecht, NL: Springer.
3.
CunninghamP. (1992). From Freire to feminism: The North American experience with critical pedagogy. Adult Education Quarterly, 42, 180–191.
4.
FeinsteinB. C. (2004). Learning and transformation in the context of Hawaiian traditional ecological knowledge. Adult Education Quarterly, 54, 105–120.
5.
FreireP. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
6.
FrickerM. (2007). Epistemic injustice. Power and the ethics of knowing. Oxford, NY: Oxford University Press.
7.
GudkovL.DubinB.ZorkajaN. (2008). Postsovjetskij čelovek i graždanskoje obščestvo [Post-soviet person and civil society]. Moscow, Russia: Škola političeskich issledovanij.
8.
HogganC. (2016). Transformative learning as a metatheory: Definition, criteria, and typology. Adult Education Quarterly, 66, 57–75.
9.
KloubertT. (2014). Aufarbeitung der Vergangenheit als Dimension der Erwachsenenbildung. Polnische, russländische und ukrainische Perspektiven [Coming to terms wtih the past as a dimension of adult education: Polish, Russian and Ukrainian perspectives]. Frankfurt am Main, Germany: Peter Lang.
10.
LangeE. (2004). Transformative and restorative learning: A vita dialectic for sustainable societies. Adult Education Quarterly, 54, 121–139.
11.
LevadaY. (1993). Sovetskij prostoj čelovek. Opyt social’nogo portreta na rubeže 90-ch godach [The simple soviet person. The experience of the social portrait at the edge of the 1990s]. Moscow, Russia: Mirovoj Okean.
12.
LevadaY. (2004). Čelovek sovjetskij: Četvertaja volna. Funkcii i dinamiki obščestvennych nastrojenij [The soviet person: the fourth wave. Functions and dynamics of the social attitudes]. Vestnik Obščestvennogo Mnienija, 4, 8–18.
13.
MerriamS. B. (2004). The role of cognitive development in Mezirow’s transformational learning theory. Adult Education Quarterly, 55, 60–68.
14.
MezirowJ. (1978a). Education for perspective transformation. Women’s re-entry programs in community colleges(with V. Marsick). New York, NY: Columbia University Press.
MezirowJ. (1998). On critical reflection. Adult Education Quarterly, 48, 185–191.
20.
MezirowJ. (2000). Learning to think like an adult: Core concepts of transformation theory. In MezirowJ.Associates (Eds.), Learning as transformation (pp. 3–34). San Francisco, CA: Jossey-Bass.
21.
MezirowJ. (2003). Transformative learning as discourse. Journal of Transformative Education, 1, 58–63.
22.
MezirowJ. (2009). An overview on transformative learning. In IllerisK. (Ed.), Contemporary theories of learning: Learning theorists…In their own words (pp. 90–105). London, England and New York, NY: Routledge.
23.
MrowczynskiR. (2006). Zum Tod Von Juri Alexandrowitsch Lewada [To the death of Yuri Alexandrowich Lewada]. Russland-Analysen, 119, 15–16.
24.
O’SullivanE.MorrellA.O’ConnorM. A. (Eds.). (2002). Expanding the boundaries of transformative learning: Essays on theory and praxis. New York, NY: Palgrave.
25.
PuolimatkaT. (2004). Sphere pluralism und critical individuality. Studies in Philosophy and Education, 23, 21–39.
26.
RjabovS. (2004). Osoblyvosti hromadjans’koï osvity u formuvanni polityčnoï kul’tury perechidnoho suspil’stva [The particularities of civic education and formation of political culture of the transitional society]. Naukovi zapysky NA UKMA. Polityčni Nauky, 31, 54–63.
27.
SiegelH. (1988). Educating reason: Rationality, critical thinking, and education. New York, NY: Routledge.
28.
SinowjewA. (1984). Homo sovieticus. Zürich, CH: Diogenes.
29.
TanC. (2004). Michael Hand, indoctrination and the inculcation of belief. Journal of Philosophy of Education, 38, 257–267.
30.
TaylorE. W. (2007). An update of transformative learning theory: A critical review of the empirical research (1999–2005). International Journal of Lifelong Education, 26, 173–191.
31.
TaylorE. W.CrantonP. (2013). A theory in progress? Issues in transformative learning theory. European Journal for Research on the Education and Learning of Adults, 4, 35–47.
32.
TaylorR. (2017). Indoctrination and social context: A system-based approach to identifying the threat of indoctrination and the responsibilities of educators. Journal of Philosophy of Education, 1, 38–58.
