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It frames writing as an agentic act through a “liminal disposition” under bureaucratic and professional pressures, using Cixous to ground theory for transformative adult learning. The work then presents the epiphany moment as story and examines its impact on learner groups as good adult education practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-poem-points-a-thesis-explains-pedagogic-epiphany-and-liminal-disposition-in-adult-education/588643/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-poem-points-a-thesis-explains-pedagogic-epiphany-and-liminal-disposition-in-adult-education/588643.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper explain the role of writing in teaching and learning?","Question",{"text":112,"@type":113},"It argues that writing can refresh and revitalize what the educator holds as an inner landscape, while creating opportunities to enliven pedagogy. Writing is positioned as a way to enact insight and renew practice during learning and teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is meant by a “liminal disposition” in the context of adult education?",{"text":117,"@type":113},"The paper uses “liminal disposition” to describe an orientation that supports ontological possibilities beyond the structuring intentions of teaching. It is associated with taking chances, letting things unfold, and patiently hanging back.",{"name":119,"@type":110,"acceptedAnswer":120},"How are epiphany moments treated in the paper?",{"text":121,"@type":113},"Epiphany moments are described as revelations that often arise from challenging or troubling experience, including “minor” or “illuminative” epiphanies that reveal underlying tensions in situations or relationships. 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I use the notion of the liminal disposition to position such writing as an agentic actin the face of bureaucratic and other professional pressuresand drifts. I also use the work of Cixous to provide a theoretical framework for writing and for its place in transformative adult learning. I then present the epiphany moment itself in story form together with an account of its impact on groups of learners and discuss its status as good practice in adult education.  \nKeywords: (Epiphany moments; Writing as inquiry; Cixous; Liminal disposition)  \nContext  \nI have been teaching in some capacity now for three decades and involved in the field of adult education for the past 28 years. It is a privileged role indeed but it is a challenge to any educator, as Palmer (2007) has shown, to stay alive to its possibilities, to stay fresh and optimistic in the face of changing personal, social and political discourses and landscapes. In particular the encroaching of managerialist, bureaucratic demands I often experience as inimical to the kind of spaces for learning that I seek to create. Transformative learning can sometimes seems pie in the pedagogical and ideological skies, when seen in the light of institutional and bureaucratic demands as well as economic and political constraints.  \nAnd so I need to reconnect over and over again what it is I truly believe is possible in adult learning? How can I create spaces for living engagement? What hope can it provide for transformative learning?  \nConroy (2004, p. 4) talks ofthe “technicist onslaught” in educational discourse, characterised by the language of “competence/benchmarks/outputs/targets”, a“performative calculus” inimical to “inventiveness, creativity and excitement”. A liminal disposition on the other hand, Conroy says, helps us to think about“ontological possibilities [which] are created outside the structuring intentionalities of teaching”(2004, p. 234) and creates space characterised by “the willingness to take chances, the capacity to let things take their own course, the patience to hang back”(2004, p. 65) . Todd says that this disposition involves a vigilance for “small transformative moments” that can “shift the borders of our self-understanding”(2014, p. 232). Such change “can occur in a mixture of disturbance and delight”(2014, p. 233) in those “small moments of grace, those instants of living transformation” which can offer “texture and depth to our everyday engagement”and “make a difference towhowe, as students and teachers, become in the process”(2014, p. 243) .  \nThese experiences emerge for me in epiphany moments, moments of significance that serve to refresh and reenliven my practice. Epiphany moments are moments of revelation that emerge often from challenging or troubling experience. I take the term from Denzin who sees epiphanies as “ruptures in the structure of daily life”(2014, p. 53). Epiphanies may be of several types but for my purposes the “minor”or“illuminative” epiphany is of most importance, that is, a moment where “underlying tensions or problems in a situation or relationship are revealed”(2001, p. 37) . For Denzin epiphany moments are revelatory for the person in terms of their own meaning making in the world,“something new is always coming into sight, displacing what was previously certain and seen”(2014, p. 1) .  \nWriting as Inquiry  \nI position this story as an example of auto ethnographic writing as a method of inquiry, an approach associated with Narrative Inquiry as a methodological stance in which personal narratives make possible a witnessing “for","cbCaidDneQXIUsGb","https://ap.wps.com/l/cbCaidDneQXIUsGb","pdf",84262,13,"English","# Abstract\n# Context\n## Managerialist and bureaucratic pressures\n## Reconnecting with possibilities in adult learning\n# Epiphany Moments\n## Types of epiphany and meaning-making\n# Writing as Inquiry\n## Auto-ethnographic narrative inquiry\n## Cixous and writing as unknowing insight\n## Learning through embodied experience\n# Writing and academic genre","[{\"question\":\"How does the paper explain the role of writing in teaching and learning?\",\"answer\":\"It argues that writing can refresh and revitalize what the educator holds as an inner landscape, while creating opportunities to enliven pedagogy. Writing is positioned as a way to enact insight and renew practice during learning and teaching.\"},{\"question\":\"What is meant by a “liminal disposition” in the context of adult education?\",\"answer\":\"The paper uses “liminal disposition” to describe an orientation that supports ontological possibilities beyond the structuring intentions of teaching. It is associated with taking chances, letting things unfold, and patiently hanging back.\"},{\"question\":\"How are epiphany moments treated in the paper?\",\"answer\":\"Epiphany moments are described as revelations that often arise from challenging or troubling experience, including “minor” or “illuminative” epiphanies that reveal underlying tensions in situations or relationships. The paper also emphasizes their impact on learners and their status as good practice.\"}]","A poem points, a thesis explains - pedagogic epiphany and liminal disposition in adult education | PDF",1792065660,33]