This action research study attempted to understand the transformative process and the teaching effect of applying the “fusion of horizons” to the curriculum of Life Education in a university classroom. In order to collect and analyze data for evidence, this study used two methods: circumstance observation and document analysis. In this course, the teacher transformed the conception of “fusion of horizons” into two essential concepts of “ground” and “vision” and put it into the teaching of Life Education to encourage students to apply it in their learning process. This study described five sequential stages for the teaching transformative process, including contextualization, concretization, activation, meaningfulness, and integration. Among these, “activation,” which linked the individual and teaching transformation, was found to be the key stage in this process. This showed that when students actively practiced the conception of “fusion of horizons” in their life, they reached a true understanding of it and experienced a real growth.
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“Fusion of Horizons” in a Teaching Transformation Process in Life Education
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