By weaving together the dialogue based on their lives and work, the authors of Transforming Perspectives in Lifelong Learning and Adult Education provide examples of deep analysis for a “meaningful life and for a good enough education” (p. 19) and present readers with examples and questions for reflection on transformation of their own live. Citing and analyzing philosophical and psychoanalysis theories along with metalogues of their experiences and reflections, the authors focus on the responses to specific words and clichés in transformation and education literature so as to emphasize the meaning of ideas. The autobiographical work and narrative research lead the authors to the contemplation of understanding transformation in stages of their lives. Dr. Formenti introduces her connection to transformation as her way of reflecting and finding authentic meaning in her world with uncertain transition and beyond intellectual understandings. Dr. West emphasizes the struggles between life and learning and the uncertainty of the future being a condition to discover. Both use their practices in psychology and psychoanalysis to ask questions and present readers with reflective opportunities to strengthen their understanding in each chapter. Transformation from social and personal change are discussed as re-occurring themes throughout each chapter as the dialogues focus on different perspectives based on experiences connecting the authors in various situations. The first chapter addresses the ideas of beauty, conflict, and aesthetics in connection with their reactions to the same piece of art work by Michelangelo. Chapter 2 applies the sociological lens of Zygmunt Bauman’s “liquid modernity” and the fluid state of humanness. Theorizing that marketing in culture penetrates personal lives as consumers and students, the influences in the global space cannot be ignored when analyzing personal transformation. Focusing on theories of adult education from Jack Mezirow, Chapter 3 considers the connection of transformation and adults’ desire for making sense of experiences and finding satisfaction. Reflective questions of personal recognition of transformation stages develop from examples of a colleague’s path from seeking asylum to becoming an advocate for non-traditional students. The authors’ backgrounds with psychology and psychoanalysis are demonstrated in Chapter 4’s focus on critical theories of transformation. Chapter 5 presents connections between education and Sigmund Freud’s ideas for analysis of how students and educators interact in relationships. Dialogues in Chapter 6 present “soul work,” or the idea of symbolic thinking and connection to the spiritual self, in all aspects of life, personal and professional. 861345ALXXXX10.1177/1045159519861345Adult learningAdult learning book-review2019

中文翻译：

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书评：终身学习和成人教育的转变观点：对话，Formenti, L. 和 West, L.

通过将基于生活和工作的对话编织在一起，《终身学习和成人教育中的转变视角》的作者提供了深入分析“有意义的生活和足够好的教育”（第 19 页）的例子，并向读者展示了例子以及反思自己生活转型的问题。作者通过引用和分析哲学和精神分析理论以及他们的经验和反思的比喻，着眼于对转型和教育文学中特定词语和陈词滥调的回应，以强调思想的含义。自传作品和叙事研究引导作者思考在他们生活的各个阶段理解转变。博士。Forenti 介绍了她与转型的联系，作为她在不确定过渡和超越智力理解的世界中反思和寻找真实意义的方式。韦斯特博士强调生活和学习之间的斗争以及未来的不确定性是需要发现的条件。两者都使用他们在心理学和精神分析方面的实践来提出问题，并为读者提供反思的机会，以加强他们在每一章中的理解。来自社会和个人变化的转变在每一章中都作为反复出现的主题进行讨论，因为对话侧重于基于将作者在各种情况下联系起来的经验的不同观点。第一章论述美、冲突、以及与他们对米开朗基罗同一件艺术作品的反应有关的美学。第 2 章应用齐格蒙特鲍曼的“流动的现代性”和人性的流动状态的社会学视角。理论上，文化营销渗透到消费者和学生的个人生活中，在分析个人转变时，不能忽视全球空间的影响。第 3 章以 Jack Mezirow 的成人教育理论为重点，考虑了转型与成年人对体验和寻找满足感的渴望之间的联系。个人对转型阶段的认识的反思性问题从同事从寻求庇护到成为非传统学生的倡导者的过程中发展起来。作者在心理学和精神分析方面的背景在第 4 章对转型批判理论的关注中得到了展示。第 5 章介绍了教育与西格蒙德·弗洛伊德 (Sigmund Freud) 思想之间的联系，以分析学生和教育者如何在关系中互动。第 6 章的对话展示了“灵魂工作”，即象征性思维和与精神自我联系的想法，体现在生活的各个方面，无论是个人的还是职业的。861345ALXXXX10.1177/1045159519861345成人学习成人学习书评2019 在生活的各个方面，个人和专业。861345ALXXXX10.1177/1045159519861345成人学习成人学习书评2019 在生活的各个方面，个人和专业。861345ALXXXX10.1177/1045159519861345成人学习成人学习书评2019