This article, developed from a phenomenological case study of a graduate seminar, presents the development of student–student relationships over the course of a semester and the ways in which they were part of a transformative learning (TL) experience. Often neglected in studies of adult learners, such relationships are revealed to be of critical importance to fostering TL —not to diminish teacher–student relationships but to augment them. Participant diversity included gender, age, race, religion, and field of study. Findings include the student experiences of being “all together” in a collegial and supportive classroom environment and how their relationships developed over time. Superficial comparisons between students, as the course progressed, gave way to intimate explorations of content and changes in disposition. Interpretation of the findings is guided by existential phenomenology and TL theory. Implications for instructors include adapting a phenomenological approach to teaching that brings students together through emotional engagement.

中文翻译：

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开始欣赏多样性：通过学生与学生关系的本体论变化

本文由研究生研讨会的现象学案例研究发展而来，介绍了一个学期期间学生与学生关系的发展，以及他们成为变革性学习 (TL) 体验一部分的方式。在成人学习者的研究中经常被忽视，但揭示了这种关系对于培养 TL 至关重要——不是减少师生关系，而是增强它们。参与者的多样性包括性别、年龄、种族、宗教和研究领域。调查结果包括学生在大学和支持性课堂环境中“团结在一起”的经历，以及他们的关系如何随着时间的推移而发展。随着课程的进行，学生之间的肤浅比较，让位于对内容和​​性格变化的亲密探索。对发现的解释以存在现象学和 TL 理论为指导。对教师的影响包括采用现象学方法进行教学，通过情感参与将学生聚集在一起。