This article seeks to begin a conversation about pedagogical responses to the current moment. Specifically, I argue that two of adult learning’s most venerated practices—transformative learning and the use of personal narrative—are insufficiently nuanced to respond effectively to the political divisions and the epistemological chaos represented by the election of Donald Trump. I ask the adult learning community, first, to revisit the role of culture in our systems for making meaning and deepen our understanding of the relationship between personal identity, community membership, and attitudinal change. I then suggest that our focus on attitudinal change encourages us overlook aspects of our students’ lives out of which a more bracing pedagogy might emerge. I make a case for distinguishing between the hermeneutic self-awareness cultivated in transformative learning and attention to epistemological ethics as a response to “fake news” and “truthiness.” I argue for a move from Mezirow’s notion of critical self-reflection to Dewey’s positing of reflection as the active and careful consideration of truth claims, a form of reflection that Dewey himself saw as foundational to epistemological integrity.

中文翻译：

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道德知识人：重新审视特朗普时代的教育学

本文旨在就当前的教学回应展开讨论。具体而言，我认为有两个成人学习最崇敬的做法，变革学习和使用个人的叙事都不够细致入微，以有效应对的政治分歧和唐纳德特朗普选举代表的认识论混乱。我要求成人学习社区首先重新审视文化在我们的意义系统中的作用，并加深我们对个人身份，社区成员和态度变化之间关系的理解。然后我建议，我们对态度变化的关注会鼓励我们忽略学生生活的各个方面，而从这些方面可能会出现更加扎实的教学法。我为区分在变革性学习中培养的诠释学自我意识和对认识论伦理学的关注（作为对“假新闻”和“真实性”的回应）做出了区分。我主张从梅兹罗的批判性自我反思的观念转向杜威的反思，认为杜威是对真理主张的积极而认真的考虑，杜威本人认为这是认识论完整性的基础。