COVID-19 has done significant damage to individuals, families, workers and the economy. What is not known about the virus is part of the problem, and the knowledge gap drives an unprecedented and urgent search for knowledge. This article explores the challenges for lifelong learning and the relevance of transformative learning. Disorientation, disorienting dilemmas and critical reflection are the ingredients of such learning, since we can only learn our way out of this situation. The authors present American adult educator Jack Mezirow’s theory of transformative learning (TL) as an appropriate learning framework for lifelong learning. They draw on the work of American philosopher Richard Rorty and German philosopher and sociologist Jürgen Habermas to re-shape TL so that it supports the kind of learning that is sufficiently complex and nuanced to enable us to deal with contradictions, ambivalence and meaning-making in a world where not-knowing is the new normal.

中文翻译：

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终身学习的变革维度：Mezirow、Rorty 和 COVID-19

COVID-19 对个人、家庭、工人和经济造成了重大损害。对病毒的未知是问题的一部分，知识差距推动了对知识的前所未有的紧迫搜索。本文探讨了终身学习的挑战以及变革性学习的相关性。迷失方向、迷失方向的困境和批判性反思是这种学习的成分，因为我们只能通过学习摆脱这种情况。作者将美国成人教育家 Jack Mezirow 的变革性学习 (TL) 理论作为适合终身学习的学习框架。