英语翻译T o bring the reader up to date,in the previous edition of this volume(Merriam,2001),there were three alternative perspectives discussed in contrast to Mezirow’s psychocritical perspective of transformative learning:psychoanalytic,psych

英语翻译T o bring the reader up to date,in the previous edition of this volume(Merriam,2001),there were three alternative perspectives discussed in contrast to Mezirow’s psychocritical perspective of transformative learning:psychoanalytic,psych
英语翻译
T o bring the reader up to date,in the previous edition of this volume(Merriam,2001),there were three alternative perspectives discussed in contrast to Mezirow’s psychocritical perspective of transformative learning:psychoanalytic,psychodevelopmental,and social emancipatory.A psychoanalytic view of transformative learning is seen as a process of individuation,a lifelong journey of coming to understand oneself through reflecting on the psychic structures (ego,shadow,persona,collective unconscious,and so on) that make up an individual’s identity.Individuation involves discovery of new talents,a sense of empowerment and confidence,a deeper understanding of one’s inner self,and a greater sense of self-responsibility (Boyd and Meyers,1988; Cranton,2000; Dirkx,2000).A psychodevelopmental view of transformative learning is a view across the lifespan,reflecting continuous,incremental,and progressive growth.Central to this view of transformation is epistemological change (change in how we make meaning),not just change in behavioral repertoire or quantity of knowledge.In addition,there is appreciation for the role of relationships,personal contextual influences,and holistic ways of knowing in transformative learning,that have been often overlooked in Mezirow’s rational emphasis on transformation (Daloz,1986; Kegan,1994).

英语翻译T o bring the reader up to date,in the previous edition of this volume(Merriam,2001),there were three alternative perspectives discussed in contrast to Mezirow’s psychocritical perspective of transformative learning:psychoanalytic,psych
To bring the reader up to date,in the previous edition of this volume(Merriam,2001),there were three alternative perspectives discussed in contrast to Mezirow’s psychocritical perspective of transformative learning:psychoanalytic,psychodevelopmental,and social emancipation.
为了让读者更好地了解当前的发展,在先前Merriam 2001版本中,讨论到了与Mezirow关于革新性学习方式的心理批判相抵触的三个观点：心理分析论,心理发展论和社会解放论.
A psychoanalytic view of transformative learning is seen as a process of individuation,a lifelong journey of coming to understand oneself through reflecting on the psychic structures (ego,shadow,persona,collective unconscious,and so on) that make up an individual’s identity.
根据心理分析学的观点,革新性的学习是一个完成自我的过程,一个通过终生自我思考心理构架（包括自尊,自卑心,自我和集体的无意识等等）来得到自我认知的过程.而一个人的心理构架造就了一个人的个性.
Individuation involves discovery of new talents,a sense of empowerment and confidence,a deeper understanding of one’s inner self,and a greater sense of self-responsibility (Boyd and Meyers,1988; Cranton,2000; Dirkx,2000).
个人个性的认知包括发现开发自我的新潜能,自我激励和建立自信,以及对内在自我的更深层的认识和更强烈的自我责任感（Boyd 和Meyer 1988；Cranton,2000; Dirks,2000)
A psychodevelopmental view of transformative learning is a view across the lifespan,reflecting continuous,incremental,and progressive growth.Central to this view of transformation is epistemological change (change in how we make meaning),not just change in behavioral repertoire or quantity of knowledge.In addition,there is appreciation for the role of relationships,personal contextual influences,and holistic ways of knowing in transformative learning,that have been often overlooked in Mezirow’s rational emphasis on transformation (Daloz,1986; Kegan,1994).
而心理发展论的观点：革新性学习是持续一生,具有连续性,不断叠加以及升级的思考.这个理论的核心是认知论的改变（一些我们能创造价值的改变,而不仅仅是行为习惯的改变和知识含量的改变）.于此同时,这个观点包含了对人类关系,人与人之间的影响,以及全面的观点来看待革新性学习的认可.而在Mezirow其他的论述当中这些都被忽略了.
我在上班大概翻译了下 ·· 你看看·· 要是行就给分吧

我感觉 这可能是某个教育杂志的某篇文章的Background 主要写transformative learning的方式下面是我的理解，你自己再改改吧
在本卷的(Merriam, 2001)之前为止，给读者的介绍的，且不同于Mezirow的在精神层面的关于转变性的学习方法，共有三种，即，心里分析方法、心理逐渐健全方法、精神解放。第一种转变性学习方法着重强调于个人的成长和终生逐渐了解自己、...

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我感觉 这可能是某个教育杂志的某篇文章的Background 主要写transformative learning的方式下面是我的理解，你自己再改改吧
在本卷的(Merriam, 2001)之前为止，给读者的介绍的，且不同于Mezirow的在精神层面的关于转变性的学习方法，共有三种，即，心里分析方法、心理逐渐健全方法、精神解放。第一种转变性学习方法着重强调于个人的成长和终生逐渐了解自己、反映心里的结构以致形成个人特征（如，阴影、个性、无连续意识等）。其涉及了挖掘才能、、权力控制及培养自信，深层了解内心自己，及培养自身责任感。(Boyd and Meyers, 1988; Cranton, 2000; Dirkx, 2000）第二种观点注重人生的整个周期，反映了持续的、渐进的、并逐渐增长。这个转变的核心观点是认识论的变化（我们如何来表达意思变化），而不仅仅是改变行为方式或知识数量储备。另外，这种方法会在人际交往、个人背景影响力、全面认识实物的方法都有所提高、，而这些方面在Mezirow的转变方法中都被忽略。
你自己再改改吧

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当你把读者带到到目前为止,在前面的那本书的Merriam本卷(2001年),有三种观点,相比之下,Mezirow讨论的psychocritical:精神分析的角度,psychodevelopmental转变学习,和社会解放。一个精神分析的角度变化的学习看作是一个终身的过程的旅程个性化,来理解自己通过反映在心灵结构(自我、阴影、人物角色,集体无意识,...

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当你把读者带到到目前为止,在前面的那本书的Merriam本卷(2001年),有三种观点,相比之下,Mezirow讨论的psychocritical:精神分析的角度,psychodevelopmental转变学习,和社会解放。一个精神分析的角度变化的学习看作是一个终身的过程的旅程个性化,来理解自己通过反映在心灵结构(自我、阴影、人物角色,集体无意识,

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