Identifying Educational Philosophy and Practice through Imagoes in Transactional Analysis Training Groups

Abstract

Six theories of adult education and associated philosophies (as described by Elias & Merriam [1980/1995]) are analyzed from a transactional analysis perspective, including “groups' group imago” (Clarke, 1996) and learning contract. The relevance and application of each theory to transactional analysis training groups is discussed.

Additional information

Notes on contributors

Trudi Newton

Trudi Newton is a Teaching and Supervising Transactional Analyst in the educational field. She has written a number of articles and co-authored two books on learning, one for adult educators and one for schools. Co-Director of a training institute in Cambridge, England, she also directs transactional analysis training programs for educators in London and St. Petersburg, Russia.