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Abstract
The author reviews some current ways of thinking about adult education in general and explores possible parallels in transactional analysis. The models of semantic polarities and positioning are considered as means of understanding differing approaches to training and qualification systems. Potential reasons for disruptions in these processes are noted, and methods leading to change and resolution are proposed.
Disclosure statement
The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Additional information
Notes on contributors
Trudi Newton
Trudi Newton is a Teaching and Supervising Transactional Analyst (education) who works internationally to facilitate radical approaches to learning and community development. She has coauthored several books for educators, including Tactics (coauthored with Rosemary Napper, 2000, 2014), which looks in detail at the process of learning and teaching, and, more recently, Educational Transactional Analysis: An International Guide to Theory and Practice (coedited with Giles Barrow, 2016). As well as writing regularly for the Transactional Analysis Journal, Trudi has guest edited theme issues on education and on TA training and has recently become a TAJ coeditor. She has provided training in educational transactional analysis in the United Kingdom and Russia and contributes to training programs in several countries, including South Africa. In 2011, Trudi was presented with the Muriel James Living Principles Award by the ITAA, and in 2017 she received the EATA Gold Medal in recognition of her work in developing the educational field of TA. Trudi can be reached at 4 Church Road, Chelmondiston, Ipswich, Suffolk, IP9 1HS, United Kingdom; email: [email protected].