View in EDS HTML Full Text PDF Full Text

New Developments in Transformative Learning

Saved in:
Bibliographic Details
Title: New Developments in Transformative Learning
Language: English
Authors: Adam L. McClain (ORCID 0009-0002-7388-4292)
Source: New Directions for Adult and Continuing Education. 2024 (184):20-29.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Education Level: Adult Education
Higher Education
Postsecondary Education
Descriptors: Transformative Learning, Adult Education, Educational History, Instructional Effectiveness, Higher Education, Educational Development, Social Action, Context Effect, Global Approach, Cultural Influences, Evaluation, Technology, Emotional Experience
DOI: 10.1002/ace.20540
ISSN: 1052-2891
1536-0717
Abstract: Rooted in nearly five decades of scholarly research, transformative learning theory explores how individuals construct and reinterpret their experiences, leading to profound change. This chapter delves into the foundational principles of transformative learning within adult education, highlighting its significance and broad applications. It starts with a definition of transformative learning, moves through traditional perspectives, reviews effective practices, addresses critiques, and calls for a unified theory and metatheory. It concludes with an overview of recent scholarly contributions. The chapter outlines the evolving nature of transformative learning, emphasizing its theoretical developments and the ongoing efforts to synthesize various perspectives. As the field progresses, the pivotal role of transformative learning in fostering deep and meaningful change in adult education is continually reinforced.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1454990
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEI3u2lMv4fauiiI0Irfj0yAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDLdv2fL-ZCFXZiZ6qQIBEICBm2ibftJwNEQLX5ZLOUZ7a5jJEClxUhFt-bt9liNlT-k75hmh7j4WZbAx5Xek4oeVS2RPf4P1vKuKb7VlnByzFHtHRfDSnqaVYPzn8AUaaWKXj-g9iqe5ZnyltOytLJfkmFd1688oN8TTe58rHCSzCnBAlc4eAEdRhVyBJWiOmhlIov2KmVhbpxRle-zI_rSNFIZRa8Ys887rInBZ
Text:
  Availability: 1
  Value: <anid>AN0181847784;nda01dec.24;2024Dec27.02:30;v2.2.500</anid> <title id="AN0181847784-1">New Developments in Transformative Learning </title> <p>Rooted in nearly five decades of scholarly research, transformative learning theory explores how individuals construct and reinterpret their experiences, leading to profound change. This chapter delves into the foundational principles of transformative learning within adult education, highlighting its significance and broad applications. It starts with a definition of transformative learning, moves through traditional perspectives, reviews effective practices, addresses critiques, and calls for a unified theory and metatheory. It concludes with an overview of recent scholarly contributions. The chapter outlines the evolving nature of transformative learning, emphasizing its theoretical developments and the ongoing efforts to synthesize various perspectives. As the field progresses, the pivotal role of transformative learning in fostering deep and meaningful change in adult education is continually reinforced.</p> <p>Keywords: fostering transformative learning; metatheory; transformation; transformative learning theory</p> <hd id="AN0181847784-2">Introduction</hd> <p>The beauty of life is that, as individuals, we are each a complex makeup of "muddled, idiosyncratic, florid eccentricities that make us unique" (Muncey [<reflink idref="bib76" id="ref1">76</reflink>], xi). This distinctiveness illustrates our experiences, unveiling deep insights and complexities of real life within a larger social context, potentially leading to transformation (Baumgartner and Merriam [<reflink idref="bib7" id="ref2">7</reflink>]). For some adult learners, this transformation lies within the theory and process of transformative learning (TL). For nearly 50 years, TL has been a cornerstone of adult education. There has been a vast scope of developments and significant growth throughout its existence. In line with past editions (Baumgartner [<reflink idref="bib5" id="ref3">5</reflink>]; Clark [<reflink idref="bib17" id="ref4">17</reflink>]; Taylor [<reflink idref="bib95" id="ref5">95</reflink>]), this chapter highlights significant developments and influential changes in TL. It begins by defining TL, explores traditional lenses, reviews effective practices for fostering TL, addresses critiques and calls for a unified theory and metatheory, and concludes with a brief overview of recent scholarly contributions.</p> <hd id="AN0181847784-3">Definition of Transformative Learning</hd> <p>TL explores how learning is formed and influenced by personal experiences and the social and cultural contexts encountered in daily life. TL examines how adult learners extract meaning from their experiences and construct meaning in the world (Baumgartner [<reflink idref="bib5" id="ref6">5</reflink>]; Clark [<reflink idref="bib17" id="ref7">17</reflink>]; Mezirow [<reflink idref="bib73" id="ref8">73</reflink>]; Taylor [<reflink idref="bib95" id="ref9">95</reflink>]). Kegan ([<reflink idref="bib58" id="ref10">58</reflink>]) defined TL as an epistemological change that fundamentally alters one's way of knowing. TL deepens our understanding of adult learning by exploring how profound, personal insights emerge from the interplay between life experiences and educational encounters, facilitating shifts in understanding that are deeply personal yet universally relevant in modern adult learning environments (Cranton [<reflink idref="bib22" id="ref11">22</reflink>]). Merriam and Baumgartner ([<reflink idref="bib69" id="ref12">69</reflink>]) offer a revised definition of TL that captures its breadth and recognizes the interchangeable use of the terms transformative and transformational in scholarly discussions: "transformative or transformational learning is about change—dramatic, fundamental change in the way we see ourselves and the world in which we live" (<reflink idref="bib166" id="ref13">166</reflink>). This definition will guide the examination from traditional lenses to expanding contemporary literature.</p> <hd id="AN0181847784-4">Traditional Lenses of Transformative Learning</hd> <p>Merriam and Baumgartner ([<reflink idref="bib69" id="ref14">69</reflink>]) highlight the significance of lenses in shaping our comprehension of TL, noting they expand yet also constrain our perspective, stating, "Perspectives provide a reasonably holistic view of transformative learning" (<reflink idref="bib167" id="ref15">167</reflink>). Exploring TL through various lenses can enhance our understanding of how adults fundamentally change their viewpoints and assumptions and ask what transformation means (Taylor and Cranton [<reflink idref="bib97" id="ref16">97</reflink>]). The following sections introduce eight traditional lenses of TL: psychocritical, psychoanalytical, psychodevelopmental, neurobiological, social‐emancipatory, cultural‐spiritual, race‐centric, and planetary.</p> <hd id="AN0181847784-5">Psychocritical</hd> <p>In 1978, Jack Mezirow introduced one of the most influential and original lenses of TL—psychocritical, with the primary purpose of assessing the effectiveness of women's re‐entry programs in higher education. He highlighted personal development as <emph>perspective transformation</emph>, defining it as a fundamental change in the psychological frameworks that shape individuals' self‐concepts and relationships. Drawing on the work of Freire ([<reflink idref="bib38" id="ref17">38</reflink>]), Gould ([<reflink idref="bib40" id="ref18">40</reflink>]), and Habermas ([<reflink idref="bib45" id="ref19">45</reflink>]), Mezirow's ([<reflink idref="bib71" id="ref20">71</reflink>]) psychocritical perspective incorporates personal experience, critical reflection, discourse, and the application of new perspectives within the learning process. He identified ten phrases/stages of the <emph>perspective transformation</emph> process:</p> <p></p> <ulist> <item> A disorienting dilemma</item> <p></p> <item> Self‐examination with feelings of fear, anger, guilt, or shame</item> <p></p> <item> A critical assessment of assumptions</item> <p></p> <item> Recognition of one's discontent and the process of transformation are shared</item> <p></p> <item> Exploration of options for new roles, relationships, and action</item> <p></p> <item> Planning a course of action</item> <p></p> <item> Acquiring knowledge and skills for implementing one's plans</item> <p></p> <item> Provisional trying of new roles</item> <p></p> <item> Building competence and self‐confidence in new roles and relationships</item> <p></p> <item> A reintegration into one's life based on conditions dictated by one's new perspective (Mezirow [<reflink idref="bib73" id="ref21">73</reflink>], 22)</item> </ulist> <p>Mezirow ([<reflink idref="bib74" id="ref22">74</reflink>]) viewed this process as distinctly adult‐oriented, as it involves reevaluating past experiences to develop frames of reference to be more inclusive, differentiated, permeable, critically reflective, and integrative of experience (Mezirow [<reflink idref="bib71" id="ref23">71</reflink>]; Taylor [<reflink idref="bib95" id="ref24">95</reflink>]). Establishing the importance of critical reflection on past experiences and perspective shifts, the focus shifts to the psychodevelopmental lens, which views TL as a continuous, lifelong journey.</p> <hd id="AN0181847784-6">Psychodevelopmental</hd> <p>The psychodevelopmental lens of TL, prominently advanced by Daloz ([<reflink idref="bib26" id="ref25">26</reflink>]), offers a profound view of how transformation unfolds across an individual's lifespan as continuous, incremental, and progressive growth (Baumgartner [<reflink idref="bib5" id="ref26">5</reflink>]; Taylor [<reflink idref="bib95" id="ref27">95</reflink>]). The psychodevelopmental perspective integrates psychological development stages into the process, recognizing that personal growth is not merely a reaction to immediate stimuli or specific disorienting dilemmas but a continuous process that unfolds throughout one's life (Daloz [<reflink idref="bib26" id="ref28">26</reflink>]). Daloz ([<reflink idref="bib26" id="ref29">26</reflink>]) emphasizes that TL hinges on epistemological change, requiring the presence of others, reflective discourse, a mentoring community, and committed action. This approach values diverse viewpoints and challenges conventional assumptions, enabling learners to critically examine their experiences and apply new insights through practical action, effectively linking theory with practice (Daloz [<reflink idref="bib26" id="ref30">26</reflink>]). Building on the notion of lifelong growth, the psychoanalytical lens shifts the exploration toward how hidden emotions and unconscious thoughts shape learning and personal change.</p> <hd id="AN0181847784-7">Psychoanalytical</hd> <p>Another individual‐based lens of TL is the psychoanalytical lens, which views TL as a lifelong journey toward self‐understanding by examining internal psychic structures, such as ego and unconscious (Boyd [<reflink idref="bib9" id="ref31">9</reflink>], [<reflink idref="bib10" id="ref32">10</reflink>]; Boyd and Myers [<reflink idref="bib11" id="ref33">11</reflink>]; Taylor [<reflink idref="bib95" id="ref34">95</reflink>]). This approach, rooted in depth psychology and introduced by Bleuler and pioneered by the work of Sigmund Freud and Carl Jung ([<reflink idref="bib55" id="ref35">55</reflink>]), focuses on individuation—a process of deeply exploring one's inner world. Boyd saw this transformation as a fundamental change in one's personality and the conflict with one's psyche (Taylor [<reflink idref="bib94" id="ref36">94</reflink>]). This transformation encompasses intellectual change and emotional and spiritual growth, often emerging from personal challenges that prompt critical <emph>self</emph>‐reflection (Dirkx [<reflink idref="bib28" id="ref37">28</reflink>]). The process is deeply individual and inherently social, involving interactions that prompt significant shifts in understanding ourselves beyond mere logical thought (Dirkx [<reflink idref="bib28" id="ref38">28</reflink>], [<reflink idref="bib29" id="ref39">29</reflink>]; Formenti and Dirkx [<reflink idref="bib35" id="ref40">35</reflink>]). This approach fosters intellectual change and emotional and spiritual growth, setting the stage for the social‐emancipatory perspective that shifts focus outward, urging the application of inner transformations to challenge and reshape broader societal norms and structures.</p> <hd id="AN0181847784-8">Social‐Emancipatory</hd> <p>Paulo Freire's ([<reflink idref="bib38" id="ref41">38</reflink>]) social‐emancipatory lens of TL deeply emphasizes social responsibility. Through the social‐emancipatory lens, learning is seen as a dynamic process that fosters personal enlightenment and catalyzes community and societal reform. Freire's ([<reflink idref="bib38" id="ref42">38</reflink>]) educational efforts focused on literacy programs for rural Brazilian farmers, employing a pedagogical approach that empowered them through education. This enabled them to read and write, which in turn helped them understand and challenge the socio‐economic structures impacting their lives. Freire's ([<reflink idref="bib38" id="ref43">38</reflink>]) theory of learning and education is based on the concept of <emph>conscientization</emph>, a process in which learners develop a deeper understanding of the sociocultural forces that shape their existence and recognize their power to enact change through action. Furthermore, the social emancipatory perspective promotes individuals to actively participate in shaping their communities rather than merely absorbing their surroundings (Freire [<reflink idref="bib38" id="ref44">38</reflink>]; Taylor [<reflink idref="bib95" id="ref45">95</reflink>]). Shifting from the emphasis on personal enlightenment and societal reform, the discussion moves to the neurological lens and the internal brain changes associated with TL.</p> <hd id="AN0181847784-9">Neurological</hd> <p>The neurological lens examines how our learning experiences are a psychological shift and involve significant physical changes within the brain. From the neurobiological lens of TL, researchers like Janik ([<reflink idref="bib52" id="ref46">52</reflink>]) have noted that the brain's structure can alter during the learning process. This neuroplasticity suggests that learning, especially TL, involves physical changes within the brain (Taylor [<reflink idref="bib95" id="ref47">95</reflink>]). These findings "offer a distinctive neurobiological, physically based pathway to transformative learning" (Taylor [<reflink idref="bib95" id="ref48">95</reflink>], 8) that is "volitional, curiosity‐based, discovery‐driven, and mentor‐assisted" (Janik [<reflink idref="bib53" id="ref49">53</reflink>], 144). Several key features characterize the neurobiological lens of TL. It is volitional, with learners actively choosing to engage in the process (Janik [<reflink idref="bib53" id="ref50">53</reflink>]). Learners are driven by intrinsic curiosity, exploring new information and reassessing old assumptions.</p> <p>Additionally, this pathway is mentor‐assisted, highlighting the crucial role of experienced individuals in guiding learners through the complex cognitive and emotional aspects of transformation. The neurobiological perspective deepens our understanding of TL by emphasizing its physical aspects and complements psychological and educational theories that underscore the holistic nature of significant learning experiences (Janik [<reflink idref="bib52" id="ref51">52</reflink>]). After examining the neurological lens, the discussion broadens to the cultural‐spiritual lens, delving into deep, meaningful interactions within cultural and spiritual environments.</p> <hd id="AN0181847784-10">Cultural‐Spiritual</hd> <p>Tolliver and Tisdell ([<reflink idref="bib103" id="ref52">103</reflink>]) sought to articulate and make explicit their unique approach to TL, particularly in how it incorporates spirituality into higher education settings. The authors suggest that TL broadens one's perspective on the world, influencing perceptions of oneself and others, and is rooted in one's entire being. They further assert that learning is more likely to be transformative when it engages the whole self, including a spiritual dimension. Tolliver and Tisdell ([<reflink idref="bib103" id="ref53">103</reflink>]) believe the spiritual essence should be included in TL because it evolves around developing a more authentic identity through meaning‐making that connects naturally with spiritual, intuitive, and emotional processes that can lead to transformation on either an individual or sociocultural level. The cultural‐spiritual lens allows educators, researchers, and learners to reach beyond the traditional perspectives of TL to include spiritual, affective, imaginative, cultural, communal, and rational ways of knowing. Exploring how the cultural‐spiritual lens incorporates the full scope of one's being into TL, the focus now shifts to another critical aspect of identity—race.</p> <hd id="AN0181847784-11">Race‐Centric</hd> <p>The race‐centric lens emphasizes how racial identities and experiences shape the TL process. The race‐centric perspective places "people of African descent, most often black women, at the center, where they are the subjects of the transformative experience" (Taylor [<reflink idref="bib95" id="ref54">95</reflink>], 9). This view of TL promotes inclusion, empowerment, and learning to negotiate between cultures (Johnson‐Bailey and Alfred [<reflink idref="bib54" id="ref55">54</reflink>]). The race‐centric approach draws parallels to Freire's emancipatory perspective but diverges by not commonly using the traditional vocabulary as TL is "learning that is bound by my cultural roots and one that can be identified through the writings of the Harlem Renaissance scholars and in the slave narratives" (Johnson‐Bailey and Alfred [<reflink idref="bib54" id="ref56">54</reflink>], 49). The race‐centric approach recognizes indigenous African educational practices, such as rites of passage and communal rituals, as inherently transformative, aiming to deepen individuals' connections with themselves, their communities, and the broader universe (Johnson‐Bailey and Alfred [<reflink idref="bib54" id="ref57">54</reflink>]). It highlights the significance of connecting with students' lived experiences shaped by unique socio‐cultural, political, and historical factors (Sheared [<reflink idref="bib91" id="ref58">91</reflink>]). This race‐centric approach intentionally employs a political framework encompassing consciousness‐raising, activism, and creating a safe learning environment where educators may need to experience personal transformation to facilitate TL effectively (Johnson‐Bailey and Alfred [<reflink idref="bib54" id="ref59">54</reflink>]). As the race‐centric lens brings to light how racial identities and cultural histories shape TL, the discussion now expands to the planetary lens.</p> <hd id="AN0181847784-12">Planetary</hd> <p>The planetary lens to TL recognizes the interconnectedness of various levels of human experience and spans the individual, relations, group, institutional, societal, and global perspectives (O'Sullivan [<reflink idref="bib83" id="ref60">83</reflink>], [<reflink idref="bib84" id="ref61">84</reflink>]). The planetary approach embraces a comprehensive approach beyond conventional educational frameworks. It incorporates the holistic wisdom of diverse groups, including women, indigenous peoples, and spiritual traditions, providing a broad, inclusive view of knowledge and learning (O'Sullivan [<reflink idref="bib83" id="ref62">83</reflink>]). According to O'Sullivan ([<reflink idref="bib83" id="ref63">83</reflink>]), this interconnected approach encourages learners to consider their transformations within their broader impacts on their communities and the world. Aligning personal growth with collective progress fosters a more comprehensive understanding of TL as a dynamic process involving various stakeholders and influences, advocating for a learning process that is culturally rich and globally aware (O'Sullivan [<reflink idref="bib83" id="ref64">83</reflink>]). O'Sullivan ([<reflink idref="bib84" id="ref65">84</reflink>]) presents the planetary approach in three modes: <emph>survive</emph> for essential skills, <emph>critique</emph> for addressing injustices, and <emph>create</emph> for societal innovation, collectively promoting proactive global engagement.</p> <p>The previous sections explored eight traditional lenses of TL, highlighting how these diverse perspectives help understand how adults fundamentally change their viewpoints and assumptions. This examination sets the stage for the following section, focusing on practical strategies to facilitate TL and delving into the true nature of transformation across different contexts (Taylor and Cranton [<reflink idref="bib97" id="ref66">97</reflink>]).</p> <hd id="AN0181847784-13">Practices for Fostering Transformative Learning</hd> <p>During the 2000s, adult education saw an increased interest in fostering TL because of its significant impact on adult learning. This interest was ignited by how TL encourages change, compelling learners to critically examine their entrenched assumptions about their interactions with the world (Mezirow [<reflink idref="bib75" id="ref67">75</reflink>]). Mezirow ([<reflink idref="bib72" id="ref68">72</reflink>]) believed that fostering TL is fundamental to adult education. To foster the dialogue needed for TL, Mezirow ([<reflink idref="bib72" id="ref69">72</reflink>]) emphasizes requisite conditions such as creating a safe and trusting environment, providing accurate information, employing student‐centered approaches, and engaging in problem‐solving activities and critical reflection (Baumgartner [<reflink idref="bib6" id="ref70">6</reflink>]). Taylor ([<reflink idref="bib96" id="ref71">96</reflink>]) reaffirmed Mezirow's conditions for TL and identified six critical elements to facilitate TL in educational settings: individual experience, critical reflection, dialogue that nurtures trust and openness, holistic understanding of TL, involvement of emotions, relationships, the role of personal and sociocultural factors in shaping learning experiences, the importance of creating authentic relationships, and the need to allow sufficient time for democratic processes.</p> <p>Cranton ([<reflink idref="bib22" id="ref72">22</reflink>]) offers educators a guide to creating environments that enhance TL, emphasizing their crucial role in helping learners explore and question their beliefs without imposing their views. She integrates insights from TL research, including the roles of imagination, spirituality, affect, connected knowing, critical theory, and holistic approaches to build more robust practices for fostering TL. Cranton ([<reflink idref="bib22" id="ref73">22</reflink>]) advocates for questioning, consciousness‐raising activities, journaling, experiential learning, and art‐based approaches to facilitate transformative moments. She also stresses the moral responsibility of educators to provide support through authentic engagement, learner networks, and understanding of individual differences.</p> <p>Fostering TL and managing its consequences present challenges for educators (Taylor and Laros [<reflink idref="bib98" id="ref74">98</reflink>]). Kroth and Cranton ([<reflink idref="bib62" id="ref75">62</reflink>]) highlight that TL frequently depends on dynamics within educational environments where educators and learners actively support and assist one another. Educators face the challenge of not influencing learners' transformative processes or determining when a transformation has occurred (Cranton and Kasl [<reflink idref="bib23" id="ref76">23</reflink>]). Educators cannot force TL or tell a learner how to transform; however, they can offer tools to help the reflective process, listen, and provide a differing perspective when a learner reaches out (Cranton [<reflink idref="bib21" id="ref77">21</reflink>]). Cranton and Taylor ([<reflink idref="bib24" id="ref78">24</reflink>]) emphasize that fostering TL requires more than just instructional strategies; it demands a distinct educational philosophy that shapes the purpose of education, the educator's role, and the nature of knowledge.</p> <p>As the practices for fostering TL are examined, it is essential to consider the broader implications and challenges. Addressing emerging critiques and theoretical developments helps illuminate limitations and deepen the understanding of TL's complexities, ultimately leading to more effective educational strategies.</p> <hd id="AN0181847784-14">Critiques and Theoretical Integration</hd> <p>The years following Mezirow's ([<reflink idref="bib70" id="ref79">70</reflink>]) introduction of <emph>perspective transformation</emph> introduced multiple critiques of his work (Collard and Law [<reflink idref="bib18" id="ref80">18</reflink>]; Cunningham [<reflink idref="bib25" id="ref81">25</reflink>]; Newman [<reflink idref="bib78" id="ref82">78</reflink>]), and those criticisms remained constant throughout its development (Taylor and Cranton [<reflink idref="bib97" id="ref83">97</reflink>]). Kegan ([<reflink idref="bib58" id="ref84">58</reflink>]) was critical of research blending informational learning and transformational learning and emphasized the need to differentiate these types of learning with TL, prioritizing epistemological changes rather than behavioral or knowledge changes. In 2012, Newman introduced his "mutinous thought," proactively suggesting the ambiguity surrounding TL—its definition, outcomes, and distinctions from other types of learning—might imply that "perhaps there is no such thing as transformative learning; perhaps there is just good learning" (<reflink idref="bib37" id="ref85">37</reflink>). Newman ([<reflink idref="bib78" id="ref86">78</reflink>]) argued that "transformative learning only exists in the realm of theory" and has "little or no basis in everyday practice" (40–41). Critiques of TL highlight ongoing ambiguities and limitations, prompting scholars like Taylor and Cranton ([<reflink idref="bib97" id="ref87">97</reflink>]) with their unified theory and Hoggan ([<reflink idref="bib50" id="ref88">50</reflink>]) with his metatheory to propose significant theoretical solutions.</p> <hd id="AN0181847784-15">Unified Theory</hd> <p>In 2012, Taylor and Cranton's <emph>Handbook of Transformative Learning</emph> marked a significant milestone for TL by bringing together scholars from diverse disciplines to conduct a comprehensive and critical examination of the theory, research, and practice related to human transformation as a learning process (Hoggan and Finnegan [<reflink idref="bib48" id="ref89">48</reflink>]). Taylor and Cranton recognized TL's broad application beyond adult education, noting that the concept holds varied meanings for different educators. They expressed concerns that critiques of Mezirow had become overused, often repeating second‐ and third‐hand critiques. This redundancy and stagnation in research stemmed from a reliance on previous literature reviews and a lack of diverse methodological approaches (Taylor and Cranton [<reflink idref="bib97" id="ref90">97</reflink>]). They hoped tensions within could help guide toward a more cohesive theory. Cranton and Taylor ([<reflink idref="bib24" id="ref91">24</reflink>]) proposed a unified theory to move away from the idea that one perspective denies the existence of the other; instead, they share common characteristics and can inform each other. A unified theory would help "describe observations of a phenomenon in a way that makes sense of the observations, organize them into patterns, and guide practice" and "allow educators to draw on those aspects of the theory that fit with their context and their goals" (Kroth and Cranton [<reflink idref="bib62" id="ref92">62</reflink>], 9).</p> <hd id="AN0181847784-16">Metatheory</hd> <p>For Hoggan ([<reflink idref="bib50" id="ref93">50</reflink>]), the increasing issue with TL is its application as a catch‐all term for nearly any learning outcome, deviating from its theoretical roots and losing its status as a coherent theory (Hoggan [<reflink idref="bib50" id="ref94">50</reflink>]). Hoggan ([<reflink idref="bib50" id="ref95">50</reflink>]) believes TL should operate as a metatheory: "The term <emph>perspective transformation</emph> should be used to refer to Mezirow's theory and use <emph>transformative learning</emph> to refer to the broader range of similar phenomena" (<reflink idref="bib63" id="ref96">63</reflink>). As a metatheory, TL assumes the existence of a common phenomenon or range of phenomena characterized by <emph>transformative learning</emph> and provides conceptual tools to develop a common vocabulary that can bridge multiple disciplinary perspectives on the phenomena (Hoggan [<reflink idref="bib50" id="ref97">50</reflink>]). An essential aspect of Hoggan's ([<reflink idref="bib50" id="ref98">50</reflink>]) metatheory approach is having a "single encompassing definition. Transformative learning refers to processes that result in significant and irreversible changes in the way a person experiences, conceptualizes, and interacts with the world" (70–71). Hoggan's ([<reflink idref="bib50" id="ref99">50</reflink>]) metatheory includes a typology identifying six categories of transformative outcomes: worldview, self, epistemology, ontology, behavior, and capacity, emphasizing the need to evaluate the depth, breadth, and permanence of changes to determine their transformative nature. Hoggan and Higgins ([<reflink idref="bib49" id="ref100">49</reflink>]) expand the analytic metatheory with two approaches to enhance clarity. The philosophical approach uses a single theory to organize and analyze various perspectives (see Friedman [<reflink idref="bib39" id="ref101">39</reflink>]; Gunnlaugson [<reflink idref="bib43" id="ref102">43</reflink>]), while the phenomenological approach explores transformative experiences across different theories and disciplines (see Chirico et al. [<reflink idref="bib16" id="ref103">16</reflink>]; Miller [<reflink idref="bib8" id="ref104">8</reflink>]). The efforts to refine and expand TL underscore the importance of a dynamic, multifaceted approach in capturing the essence of transformative experiences. This sets the stage for the following section that delves into recent scholarship on TL.</p> <hd id="AN0181847784-17">Recent Scholarship on Transformative Learning</hd> <p>Hoggan and Finnegan ([<reflink idref="bib48" id="ref105">48</reflink>]) characterize TL theory as a "mature" yet "broadly and fuzzily defined area of scholarship and practice" (<reflink idref="bib6" id="ref106">6</reflink>). These two descriptors imply that while TL theory is well‐established, it is also diverse in its understandings and applications, signaling that the field is continuously shaped by new research and innovative practices. The subsequent sections will highlight six trends in scholarship that are reshaping our understanding of TL, how it is facilitated, and its impact on learners. They are (<reflink idref="bib1" id="ref107">1</reflink>) expanding context and disciplines, (<reflink idref="bib2" id="ref108">2</reflink>) social action, (<reflink idref="bib3" id="ref109">3</reflink>) emotions and relationships, (<reflink idref="bib4" id="ref110">4</reflink>) global and cultural perspectives, (<reflink idref="bib5" id="ref111">5</reflink>) assessments, and (<reflink idref="bib6" id="ref112">6</reflink>) technology.</p> <hd id="AN0181847784-18">Expanding Context, Disciplines, and Perspectives</hd> <p>A notable trend in TL research is its expansion into various contexts and disciplines, enhancing our understanding of its theoretical and practical applications (Finnegan [<reflink idref="bib32" id="ref113">32</reflink>]; Merriam and Baumgartner [<reflink idref="bib69" id="ref114">69</reflink>]). Hoggan ([<reflink idref="bib47" id="ref115">47</reflink>]) notes that submissions to the <emph>Journal of Transformative Education</emph> have increased, resulting in more published articles. TL's growth is also exemplified in <emph>The Palgrave Handbook for Learning as Transformation</emph> (Nicolaides et al. [<reflink idref="bib80" id="ref116">80</reflink>]), which contains over 50 chapters exploring new ways we learn from human transformation. Nicolaides and Eschenbacher ([<reflink idref="bib79" id="ref117">79</reflink>]) acknowledge the complexity of transformation, noting its varied meanings across different disciplines. Despite these variations, they emphasize a consistent theme: "common to all disciplines is the understanding that transformation denotes significant change" (<reflink idref="bib5" id="ref118">5</reflink>). This approach invites reflection within the boundaries of transformation, encouraging both the questioning of these limits and the exploration beyond them (Nicolaides and Eschenbacher [<reflink idref="bib79" id="ref119">79</reflink>]).</p> <p>Several scholars are making significant strides in both the theoretical and practical aspects of TL scholarship. On the theoretical front, Baldwin ([<reflink idref="bib4" id="ref120">4</reflink>]) explored four new approaches to enrich TL theory and practice. Yorks and Kasl ([<reflink idref="bib108" id="ref121">108</reflink>], [<reflink idref="bib109" id="ref122">109</reflink>]) examined how experience and self‐reflection contribute to transformation using Heron's ([<reflink idref="bib46" id="ref123">46</reflink>]) theory of personhood. Perry ([<reflink idref="bib86" id="ref124">86</reflink>]) looked at how needs‐based emotions differ from empathy in the process of transformative development. Green ([<reflink idref="bib41" id="ref125">41</reflink>], [<reflink idref="bib42" id="ref126">42</reflink>]) brought together phenomenological and existential perspectives to explore agency in a broader theoretical context, while Karpen ([<reflink idref="bib56" id="ref127">56</reflink>]) used the multiple selves framework to refine cognitive approaches in TL. These advancements are part of a growing body of scholarship enriching the theoretical foundations of TL, offering new insights and frameworks that deepen our understanding of the transformative process.</p> <p>As we shift to practical applications, several scholars are incorporating TL into various areas, such as spirituality (Tisdell [<reflink idref="bib102" id="ref128">102</reflink>]), well‐being (Payne, Roberts, and Jarvis [<reflink idref="bib85" id="ref129">85</reflink>]; Sherman [<reflink idref="bib92" id="ref130">92</reflink>]), storytelling (Kroth and Cranton [<reflink idref="bib62" id="ref131">62</reflink>]), and art‐based methods (Miller [<reflink idref="bib8" id="ref132">8</reflink>]). In addition, they have explored embodied experiences (Gunnlaugson et al. [<reflink idref="bib44" id="ref133">44</reflink>]), collective knowing (Buechner et al. [<reflink idref="bib13" id="ref134">13</reflink>]), understanding the experiences of racially/ethnically diverse and sexual minority groups (Collins [<reflink idref="bib19" id="ref135">19</reflink>]), and marginalized women (Bridwell [<reflink idref="bib12" id="ref136">12</reflink>]). Other notable areas of TL application include workplace creativity (Romano, Bracci, and Marsick [<reflink idref="bib87" id="ref137">87</reflink>]) and assessment practices (Searle et al. [<reflink idref="bib90" id="ref138">90</reflink>]). Anand et al. ([<reflink idref="bib3" id="ref139">3</reflink>]) also highlighted TL's effectiveness across diverse settings, particularly in challenging assumptions and fostering growth, with significant impacts on medical education and community efforts addressing financial insecurity and trauma. These works underscore the growing body of scholarship broadening TL's scope and influence across professional and educational contexts.</p> <hd id="AN0181847784-19">Social Action</hd> <p>The broad application of research sets the stage for deeper discussions around the controversial and multifaceted issue of the role of social action within TL. This issue challenges TL's fundamental purposes and outcomes (Merriam and Baumgartner [<reflink idref="bib69" id="ref140">69</reflink>]). The debate central to this issue questions whether TL should inherently incorporate elements of social change or remain focused strictly on individual cognitive and psychological development. Early critiques, such as those by Collard and Law ([<reflink idref="bib18" id="ref141">18</reflink>]), faulted Mezirow's lack of focus on social change, while Tennant ([<reflink idref="bib100" id="ref142">100</reflink>]) criticized the theory's emphasis on individualism, urging recognition of broader social dimensions. Finnegan ([<reflink idref="bib31" id="ref143">31</reflink>]) notes that "one of the most sustained areas of inquiry in the <emph>Journal of Transformative Education</emph> over the past two decades has been describing the role of transformative education in struggles for social justice" (<reflink idref="bib162" id="ref144">162</reflink>). As TL scholarship expands into new subjects and fields, it positions TL as an essential tool for promoting social change and aiding communities.</p> <p>Hoggan‐Kloubert and Mabrey ([<reflink idref="bib51" id="ref145">51</reflink>]) highlight how engaging learners with social issues and civic activities trigger transformative experiences, deepening insights into social justice and responsibility. Butterwick and Lawrence ([<reflink idref="bib14" id="ref146">14</reflink>]) demonstrate how TL, enriched by feminist activism and creative expression, can drive social justice movements by harnessing the power of imagination. Similarly, Formenti and Hoggan‐Kloubert ([<reflink idref="bib36" id="ref147">36</reflink>]) examined TL in civic education, sustainability, and migration, underscoring its role in societal improvement by equipping individuals to act as agents of democratic and emancipatory change. Research from den Heyer, Smith, and Irving ([<reflink idref="bib27" id="ref148">27</reflink>]) examines how an organization's curriculum aligns with transformative adult education principles to enhance graduates' skills, knowledge, and attitudes, thereby facilitating community development and social change. Fisher‐Yoshida and Lopez ([<reflink idref="bib33" id="ref149">33</reflink>]) assessed the impact of TL on social action and conflict transformation, providing evidence that TL facilitates both individual transformations and broader societal conflict resolution. Collectively, these studies underscore TL's effectiveness in fostering social action, democratization, and societal progress, marking it as an essential and reassuring tool for addressing contemporary challenges.</p> <hd id="AN0181847784-20">Emotions and Relationships</hd> <p>Delving deeper into the nuances of TL, ongoing research highlights emotions and relationships as essential elements shaping the learner's experience. It offers innovative approaches for integrating these emotional dimensions into TL processes. Carter and Nicolaides ([<reflink idref="bib15" id="ref150">15</reflink>]) build on Mezirow's foundational TL theory by incorporating Mälkki's ([<reflink idref="bib65" id="ref151">65</reflink>], [<reflink idref="bib66" id="ref152">66</reflink>]), which focuses on the emotional challenges presented during the disorienting dilemma phase of TL. Carter and Nicolaides ([<reflink idref="bib15" id="ref153">15</reflink>]) advance this concept by including a complete grief process, which aids in transitioning from intense edge emotions to a more manageable comfort zone. This integration is crucial as it addresses significant barriers, facilitating smoother progression to the essential phases of self‐reflection and critical reflection within TL (Mälkki [<reflink idref="bib65" id="ref154">65</reflink>], [<reflink idref="bib66" id="ref155">66</reflink>]; Mälkki and Green [<reflink idref="bib67" id="ref156">67</reflink>]).</p> <p>Furthermore, Walker's ([<reflink idref="bib104" id="ref157">104</reflink>]) research investigates the role of shame in transformative processes, underscoring its significance due to its prevalence in social interactions. Additionally, Nogueiras, Iborra, and Kunnen ([<reflink idref="bib81" id="ref158">81</reflink>]) focus on the emotional experiences of adult students in higher education, utilizing TL theory to assist in the transition of knowledge and the development of more sophisticated methods of meaning‐making. These studies highlight the intersection of TL, emotions, and relationships, emphasizing the importance of emotional awareness and management in fostering profound educational transformations.</p> <hd id="AN0181847784-21">Global and Cultural Perspectives</hd> <p>Building on insights from recent TL scholarship on social, emotional, and relational aspects, a shift in research focus toward global and cultural dimensions introduces a broader and more diverse context to the field's research trends. Global perspectives in TL research reveal new insights from different cultures, showing there is more to learn beyond the traditional Western contexts. For instance, Fox's ([<reflink idref="bib37" id="ref159">37</reflink>]) notes a deeper examination of cultural reproduction and the transformative experiences of marginalized groups. In Europe, countries like Italy and Greece, along with research centers in Ireland and Austria, European countries (e.g., Italy, Greece, Ireland, and Austria) have actively advanced TL through conferences, seminars, and doctoral programs (Hoggan and Finnegan [<reflink idref="bib48" id="ref160">48</reflink>]). This increase in scholarly activity is prompting a critical reassessment of existing theories and encouraging new research directions, with significant contributions from Laros, Fuhr, and Taylor ([<reflink idref="bib64" id="ref161">64</reflink>]), Fleming, Kokkos, and Finnegan ([<reflink idref="bib34" id="ref162">34</reflink>]), Kokkos ([<reflink idref="bib60" id="ref163">60</reflink>]), and Kostara, Gavrielatos, and Loads ([<reflink idref="bib61" id="ref164">61</reflink>]).</p> <p>Studies focusing on international students and study abroad programs continue to be a popular area of research, exploring the unique challenges and transformative opportunities in cross‐cultural settings (Merriam and Baumgartner [<reflink idref="bib69" id="ref165">69</reflink>]; Nada, Montgomery, and Araújo [<reflink idref="bib77" id="ref166">77</reflink>]). Although contributions from regions like Asia (Wang and King [<reflink idref="bib106" id="ref167">106</reflink>]), Africa (Keane, Khupe, and Mpofu [<reflink idref="bib57" id="ref168">57</reflink>]; Ntseane [<reflink idref="bib82" id="ref169">82</reflink>]), and Latin America (Fisher‐Yoshida and Lopez [<reflink idref="bib33" id="ref170">33</reflink>]) are still emerging, this scholarship demonstrates the increasingly global discourse that continuously pushes the boundaries of TL theory and practice across diverse landscapes. Such expansive exploration necessitates discussions regarding assessment strategies to validate and refine TL.</p> <hd id="AN0181847784-22">Assessment</hd> <p>Acheson and Dirkx ([<reflink idref="bib1" id="ref171">1</reflink>]) argue that for TL to evolve theoretically, it is essential to critically evaluate claims of transformation rather than accepting them at face value. This critical assessment is particularly vital in secondary education, where there is a pressing need for clear documentation and evaluation of learning experiences and outcomes. Recently, advancements in TL assessment have emphasized a holistic approach, incorporating creativity and reciprocity (Searle et al. [<reflink idref="bib90" id="ref172">90</reflink>]) and utilizing advanced software analytics to measure reflection in learner writings (Savicki and Price [<reflink idref="bib88" id="ref173">88</reflink>]).</p> <p>New assessment tools have emerged to support these advancements. Cox's ([<reflink idref="bib20" id="ref174">20</reflink>]) Transformative Outcomes and Processes Scale (TROPOS) is designed to assess TL among participants in educational programs. Similarly, Wiley et al. ([<reflink idref="bib107" id="ref175">107</reflink>]) advocate for the Beliefs, Events, and Values Inventory (BEVI), an effective quantitative measure of TL that aligns with constructs identified in Hoggan's ([<reflink idref="bib50" id="ref176">50</reflink>]) meta‐analysis of TL research. Additionally, innovative methods such as using and discussing graphic narratives to facilitate transformation in formal education settings (Tedford and Kitchenham [<reflink idref="bib99" id="ref177">99</reflink>]) and applying the TROPOS instrument in the manufacturing industry (Kwon, Han, and Nicolaides [<reflink idref="bib63" id="ref178">63</reflink>]) are being tested. Refining assessment tools are essential for accurately measuring transformative outcomes, while the integration of digital technologies reshapes the delivery and experience of education.</p> <hd id="AN0181847784-23">Technology</hd> <p>Over the past 15 years, the integration of digital technologies has significantly shifted research in TL, reshaping adult education by delivering new educational experiences. Technologies such as virtual reality, online platforms, digital storytelling, AI, and social media have become essential, facilitating key components of the TL process. For example, Mälkki, Mäkinen, and Forsell ([<reflink idref="bib68" id="ref179">68</reflink>]) demonstrated the effectiveness of digital tools for transformative‐oriented critical reflection, presenting a novel method to enhance educational and professional outcomes. Smith's ([<reflink idref="bib93" id="ref180">93</reflink>]) critical review found that while technology supports communication and reflection, its role is secondary to pedagogy, course design, and instructor involvement. Similarly, Wang, Torrisi‐Steele, and Reinsfield ([<reflink idref="bib105" id="ref181">105</reflink>]) explored how educators' epistemological beliefs influence the use of technology in creating diverse TL experiences. Ferguson and Lambert ([<reflink idref="bib30" id="ref182">30</reflink>]) and King ([<reflink idref="bib59" id="ref183">59</reflink>]) noted that digital storytelling and technology can inspire new levels of reflection and socio‐cultural awareness and affect interpersonal relationships, which are crucial for transformative experiences.</p> <p>Research on multi‐user virtual environments (MUVEs) by Tilak et al. ([<reflink idref="bib101" id="ref184">101</reflink>]) highlighted that such platforms could promote democratic learning environments conducive to higher levels of critical reflection and discourse. Schroeder et al. ([<reflink idref="bib89" id="ref185">89</reflink>]) discussed how social media platforms are increasingly utilized to facilitate dialogue, reflection, and community building, which is essential for TL. Addy et al. ([<reflink idref="bib2" id="ref186">2</reflink>]) examined how generative AI can enhance transformative learning for diverse student populations, including multi‐language learners, marginalized linguistic communities, students with disabilities, and low‐income students. They developed AI‐driven language learning activities focused on culture, grammar, conversation, writing, and translation to enrich discourse and reflection.</p> <p>The rapid integration of AI in TL presents both opportunities and risks, necessitating thoughtful and balanced implementation to maximize benefits and mitigate drawbacks. Similarly, the use of digital technologies in TL research enhances teaching methods. It extends its impact across diverse contexts, though outcomes vary depending on how these tools are applied, highlighting the complexity of their interaction.</p> <hd id="AN0181847784-24">Conclusion</hd> <p>TL continues to be a critical and evolving theory, showcasing substantial progress and diversification across nearly five decades. However, the expansion of TL research is not without drawbacks. The broadening of TL into various disciplines introduces a complexity that can complicate the definition and standardization of TL concepts. The complex nature of transformation, its theoretical developments, and the persistent endeavors to reconcile various interpretations and applications of TL underscore the need for ongoing research to craft a more coherent and inclusive understanding. Although a unified theory or metatheory has not yet been established, recent scholarship has expanded TL's boundaries, incorporating emotional, relational, cultural, and social dimensions while addressing critiques and challenges within the field. Integrating digital technology, global perspectives, and innovative methodologies further enriches TL's application across disciplines and contexts. As educators and researchers continue to explore and refine TL, its role in fostering profound, personal, and societal change remains paramount, providing valuable insights into the transformative processes that shape adult learning in the modern world (Hoggan and Finnegan [<reflink idref="bib48" id="ref187">48</reflink>]).</p> <ref id="AN0181847784-25"> <title> References </title> <blist> <bibl id="bib1" idref="ref107" type="bt">1</bibl> <bibtext> Acheson, K., and J. M. Dirkx. 2021. " Editors' Introduction." Journal of Transformative Education 19, no. 4 : 295 – 305. https://doi.org/10.1177/15413446211045158.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref108" type="bt">2</bibl> <bibtext> Addy, T., T. Kang, T. Laquintano, and V. Dietrich. 2023. " Who Benefits and Who Is Excluded?: Transformative Learning, Equity, and Generative Artificial Intelligence." Journal of Transformative Learning 10, no. 2 : 92 – 103.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref109" type="bt">3</bibl> <bibtext> Anand, T. S., S. V. Anand, M. Welch, V. J. Marsick, and A. Langer. 2020. " Overview of Transformative Learning II: Real‐World Applications." Reflective Practice 21, no. 6 : 744 – 758. https://doi.org/10.1080/14623943.2020.1821945.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref110" type="bt">4</bibl> <bibtext> Baldwin, C. K. 2023. " Emerging Insights in Transformative Learning." New Directions for Adult and Continuing Education 2023, no. 177 : 13 – 23. https://doi.org/10.1002/ace.20479.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref3" type="bt">5</bibl> <bibtext> Baumgartner, L. M. 2001. " An Update on Transformative Learning." New Directions for Adult and Continuing Education 2001, no. 89 : 15 – 24. https://doi.org/10.1002/ace.4.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref70" type="bt">6</bibl> <bibtext> Baumgartner, L. M. 2019. " Fostering Transformative Learning in Educational Settings." Adult Literacy Education 1, no. 1 : 69 – 74. https://doi.org/10.35847/LBaumgartner.1.1.69.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref2" type="bt">7</bibl> <bibtext> Baumgartner, L. M., and S. B. Merriam. 2000. Adult Learning and Development: Multicultural Stories. Malabar, FL : Krieger Publishing Company.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref104" type="bt">8</bibl> <bibtext> Blackburn Miller, J. 2020. " Transformative Learning and the Arts: A Literature Review." Journal of Transformative Education 18, no. 4 : 338 – 355. https://doi.org/10.1177/1541344620932877.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref31" type="bt">9</bibl> <bibtext> Boyd, R. D. 1989. " Facilitating Personal Transformations in Small Groups: Part I." Small Group Behavior 20, no. 1 : 459 – 474. https://doi.org/10.1177/104649648902000406.</bibtext> </blist> <blist> <bibtext> Boyd, R. D. 1991. Personal Transformations in Small Groups: A Jungian Perspective. London, UK : Routledge. https://doi.org/10.4324/9780203359099.</bibtext> </blist> <blist> <bibtext> Boyd, R. D., and J. G. Myers. 1988. " Transformative Education." International Journal of Lifelong Education 7, no. 4 : 261 – 284. https://doi.org/10.1080/0260137880070403.</bibtext> </blist> <blist> <bibtext> Bridwell, S. D. 2020. " I am Not Alone: Expanding the Epistemological Framework for Supporting Marginalized Women's Transformative Learning." Journal of Transformative Education 18, no. 3 : 190 – 208. https://doi.org/10.1177/1541344620920861.</bibtext> </blist> <blist> <bibtext> Buechner, B., J. Dirkx, Z. D. Konvisser, D. Myers, and T. Peleg‐Baker. 2020. " From Liminality to Communitas: The Collective Dimensions of Transformative Learning." Journal of Transformative Education 18, no. 2 : 87 – 113. https://doi.org/10.1177/1541344619900881.</bibtext> </blist> <blist> <bibtext> Butterwick, S., and R. L. Lawrence. 2023. " Stories of Hope, Imagination, and Transformative Learning: A Dialogue." New Directions for Adult and Continuing Education 2023, no. 177 : 51 – 60. https://doi.org/10.1002/ace.20478.</bibtext> </blist> <blist> <bibtext> Carter, P. L., and A. Nicolaides. 2023. " Transformative Learning: An Emotional (r) Evolution." New Directions for Adult and Continuing Education 2023, no. 177 : 25 – 36. https://doi.org/10.1002/ace.20476.</bibtext> </blist> <blist> <bibtext> Chirico, A., M. Pizzolante, A. Kitson, E. Gianotti, B. E. Riecke, and A. Gaggioli. 2022. " Defining Transformative Experiences: A Conceptual Analysis." Frontiers in Psychology 13 : 790300. https://doi.org/10.3389/fpsyg.2022.790300.</bibtext> </blist> <blist> <bibtext> Clark, M. C. 1993. " Transformational Learning." New Directions for Adult and Continuing Education 1993, no. 57 : 47 – 56. https://doi.org/10.1002/ace.36719935707.</bibtext> </blist> <blist> <bibtext> Collard, S., and M. Law. 1989. " The Limits of Perspective Transformation: A Critique of Mezirow's Theory." Adult Education Quarterly 39, no. 2 : 99 – 107. https://doi.org/10.1177/0001848189039002004.</bibtext> </blist> <blist> <bibtext> Collins, J. C. 2018. " Navigating Machismo: The Exemplary Knowledge and Transformative Learning of Three Gay Latino Men." New Horizons in Adult Education & Human Resource Development 30, no. 4 : 42 – 53. https://doi.org/10.1002/nha3.20231.</bibtext> </blist> <blist> <bibtext> Cox, R. C. 2021. " Grounding Transformative Learning Through Assessment: TROPOS (TRansformative Outcomes and PrOcesses Scale)." Journal of Transformative Education 19, no. 4 : 383 – 399. https://doi.org/10.1177/15413446211045163.</bibtext> </blist> <blist> <bibtext> Cranton, P. 2002. " Teaching for Transformation." New Directions for Adult and Continuing Education 2002, no. 93 : 63 – 72. https://doi.org/10.1002/ace.50.</bibtext> </blist> <blist> <bibtext> Cranton, P. 2016. Understanding and Promoting Transformative Learning: A Guide for Educators of Adults, 3rd edition. New York, NY : Stylus Publishing, LLC.</bibtext> </blist> <blist> <bibtext> Cranton, P., and E. Kasl. 2012. " A Response to Michael Newman's "Calling Transformative Learning Into Question: Some Mutinous Thoughts"." Adult Education Quarterly 62, no. 4 : 393 – 398. https://doi.org/10.1177/0741713612456418.</bibtext> </blist> <blist> <bibtext> Cranton, P., and E. W. Taylor. 2012. " Transformative Learning Theory: Seeking a More Unified theory." In The Handbook of Transformative Learning: Theory, Research, and Practice, edited by E. W. Taylor and P. Cranton, 3 – 20. San Francisco, CA: Jossey Bass.</bibtext> </blist> <blist> <bibtext> Cunningham, P. M. 1992. " From Freire to Feminism: The North American Experience With Critical Pedagogy." Adult Education Quarterly 42, no. 3 : 180 – 191. https://doi.org/10.1177/074171369204200306.</bibtext> </blist> <blist> <bibtext> Daloz, L. A. 2000. " Transformative Learning for the Common Good." In Learning as Transformation: Critical Perspectives on a Theory in Progress, edited by J. Mezirow and Associates, 103 – 124. San Francisco, CA: Jossey‐Bass.</bibtext> </blist> <blist> <bibtext> den Heyer, M., E. Smith, and C. Irving. 2021. " Tracing the Link Between Transformative Education and Social Action Through Stories of Change." Journal of Transformative Education 19, no. 4 : 421 – 432. https://doi.org/10.1177/15413446211045165.</bibtext> </blist> <blist> <bibtext> Dirkx, J. 2000. Transformative Learning and the Journey of Individuation. ERIC Digests, no. 223. https://eric.ed.gov/?id=ED448305.</bibtext> </blist> <blist> <bibtext> Dirkx, J. 2006. " Engaging Emotions in Adult Learning: A Jungian Perspective on Emotion and Transformative Learning." New Directions for Adult and Continuing Education 2006, no. 109 : 15 – 26. https://doi.org/10.1002/ace.204.</bibtext> </blist> <blist> <bibtext> Ferguson, J., and M. Lambert. 2022. " Washing the Dead Bed, From Pen to Digital story." In The Palgrave Handbook of Learning for Transformation, edited by A. Nicolaides, S. Eschenbacher, P. T. Buergelt, Y. Gilpin‐Jackson, W. Welch, and M. Misawa, 217 – 239. London, UK: Palgrave MacMillan.</bibtext> </blist> <blist> <bibtext> Finnegan, F. 2023. " Transformative Processes, Journeys Through Darkness, Social Justice." Journal of Transformative Education 21, no. 2 : 159 – 166. https://doi.org/10.1177/15413446231164223.</bibtext> </blist> <blist> <bibtext> Finnegan, F. T. 2020. " Editor's Note: Learning for a Sustainable Future: Critical Thinking, Pedagogical Innovation, and Arts‐Based Research and Practice." Journal of Transformative Education 18, no. 4 : 267 – 270. https://doi.org/10.1177/1541344620951299.</bibtext> </blist> <blist> <bibtext> Fisher‐Yoshida, B., and J. C. Lopez. 2021. " Transforming Conflict Narratives." Journal of Transformative Education 19, no. 4 : 433 – 444. https://doi.org/10.1177/15413446211045173.</bibtext> </blist> <blist> <bibtext> Fleming, T., A. Kokkos, and F. Finnegan, eds. 2019. European Perspectives on Transformation Theory. Berlin, DE: Springer.</bibtext> </blist> <blist> <bibtext> Formenti, L., and J. Dirkx. 2014. " A Dialogical Reframing." Journal of Transformative Education 12, no. 2 : 123 – 133. https://doi.org/10.1177/1541344614554508.</bibtext> </blist> <blist> <bibtext> Formenti, L., and T. Hoggan‐Kloubert. 2023. " Transformative Learning as Societal Learning." New Directions for Adult and Continuing Education 2023, no. 177 : 105 – 118. https://doi.org/10.1002/ace.20482.</bibtext> </blist> <blist> <bibtext> Fox, C. 2013. " The Question of Identity From a Comparative Education perspective." In Comparative Education: The Dialectic of the Global and the Local, edited by R. F. Arnove, C. A. Torres, and S. Franz, 133 – 147. Lanham, MD : Rowan & Littlefield.</bibtext> </blist> <blist> <bibtext> Freire, P. 1970. Pedagogy of the Oppressed. New York, NY : Herder and Herder.</bibtext> </blist> <blist> <bibtext> Friedman, J. 2022. " How a New Learning Theory Can Benefit Transformative Learning Research: Empirical Hypotheses." Frontiers in Education 7 : 361. https://doi.org/10.3389/feduc.2022.857091.</bibtext> </blist> <blist> <bibtext> Gould, R. L. 1978. Transformations: Growth and Change in Adult Life. New York, NY : Simon & Schuster.</bibtext> </blist> <blist> <bibtext> Green, L. 2022. " Agency: the Force and Compass of Transformation." Journal of Transformative Education 20, no. 2 : 105 – 121. https://doi.org/10.1177/15413446211028522.</bibtext> </blist> <blist> <bibtext> Green, L. 2023. " No Ground: Disorientation as Prerequisite for Transformation." Journal of Transformative Education 21, no. 2 : 190 – 206. https://doi.org/10.1177/15413446221105577.</bibtext> </blist> <blist> <bibtext> Gunnlaugson, O. 2005. " Toward Integrally Informed Theories of Transformative Learning." Journal of Transformative Education 3, no. 4 : 331 – 353. https://doi.org/10.1177/1541344605278671.</bibtext> </blist> <blist> <bibtext> Gunnlaugson, O., R. Cueto de Souza, S. Zhao, A. Yee, C. Scott, and H. Bai. 2023. " Revisiting the Nature of Transformative Learning Experiences in Contemplative Higher Education." Journal of Transformative Education 21, no. 1 : 84 – 101. https://doi.org/10.1177/15413446211067285.</bibtext> </blist> <blist> <bibtext> Habermas, J. 1971. Knowledge and Human Interests. Boston, MA : Beacon Press.</bibtext> </blist> <blist> <bibtext> Heron, J. 1992. Feeling and Personhood: Psychology in Another Key. New York, NY : Sage.</bibtext> </blist> <blist> <bibtext> Hoggan, C. 2023. " The 7 Cardinal Sins of Transformative Learning Scholarship." Journal of Transformative Education 21, no. 4 : 447 – 453. https://doi.org/10.1177/15413446231196265.</bibtext> </blist> <blist> <bibtext> Hoggan, C., and F. Finnegan. 2023. " Transformative Learning Theory: Where We Are After 45 Years." New Directions for Adult and Continuing Education 2023, no. 177 : 5 – 11. https://doi.org/10.1002/ace.20474.</bibtext> </blist> <blist> <bibtext> Hoggan, C., and K. Higgins. 2023. " Understanding Transformative Learning Through Metatheory." New Directions for Adult and Continuing Education 2023, no. 177 : 13 – 23. https://doi.org/10.1002/ace.20475.</bibtext> </blist> <blist> <bibtext> Hoggan, C. D. 2016. " Transformative Learning as a Metatheory: Definition, Criteria, and Typology." Adult Education Quarterly 66, no. 1 : 57 – 75. https://doi.org/10.1177/0741713615611216.</bibtext> </blist> <blist> <bibtext> Hoggan‐Kloubert, T., and P. E. Mabrey. 2022. " Civic Education as Transformative Education." Journal of Transformative Education 20, no. 3 : 167 – 175. https://doi.org/10.1177/15413446221103173.</bibtext> </blist> <blist> <bibtext> Janik, D. S. 2005. Unlock the Genius Within. Lanham, MD : Rowman and Littlefield Education.</bibtext> </blist> <blist> <bibtext> Janik, D. S. 2007. " What Every Language Teacher Should Know About the Brain and How It Affects Teaching." In Paper presented at Wikipedia 2007 Conference on Foreign Language Pedagogy, University of Helsinki, Finland. https://<ulink href="http://www.academia.edu">www.academia.edu</ulink>.</bibtext> </blist> <blist> <bibtext> Johnson‐Bailey, J., and M. Alfred. 2006. " Transformational Teaching and the Practices of Black Women Adult Educators." New Directions for Adult and Continuing Education no. 109: 49 – 58. https://doi.org/10.1002/ace.207.</bibtext> </blist> <blist> <bibtext> Jung, C. G. 1959. The Archetypes and the Collective Unconscious. Collective works of C. G. Jung. Vol. 9, Part 1, 2nd edition. Princeton, NJ: Princeton University Press.</bibtext> </blist> <blist> <bibtext> Karpen, S. C. 2022. " The Multiple Selves Framework in Transformative Learning." Journal of Transformative Education 20, no. 4 : 268 – 280. https://doi.org/10.1177/15413446211051278.</bibtext> </blist> <blist> <bibtext> Keane, M., C. Khupe, and V. Mpofu. 2022. " Reflections on Transformation: Stories From Southern Africa." In The Palgrave Handbook of Learning for Transformation, edited by A. Nicolaides, S. Eschenbacher, P. T. Buergelt, Y. Gilpin‐Jackson, W. Welch, and M. Misawa, 109 – 128. London, UK : Palgrave MacMillan.</bibtext> </blist> <blist> <bibtext> Kegan, R. 2000. " What "Form" Transforms?: A Constructive‐Developmental Approach to Transformative Learning." In Learning as Transformation, edited by J. Mezirow and Associates, 3 – 34. San Francisco, CA : Jossey‐Bass.</bibtext> </blist> <blist> <bibtext> King, K. P. 2017. Technology and Innovation in Adult Learning. San Francisco, CA : John Wiley & Sons.</bibtext> </blist> <blist> <bibtext> Kokkos, A. 2020. Expanding Transformation Theory: Affinities Between Jack Mezirow and Emancipatory Educationalists. London, UK : Routledge, Taylor & Francis Group.</bibtext> </blist> <blist> <bibtext> Kostara, E., A. Gavrielatos, and D. Loads. 2022. Transformative Learning Theory and Praxis: New Perspectives and Possibilities. London, UK : Routledge, Taylor & Francis Group.</bibtext> </blist> <blist> <bibtext> Kroth, M., and P. Cranton. 2014. " Stories of Transformative Learning." In International Issues in Adult Education. Leiden, NL : Brill. https://doi.org/10.1007/978‐94‐6209‐791‐9.</bibtext> </blist> <blist> <bibtext> Kwon, C., S. Han, and A. Nicolaides. 2021. " The Transformative Learning Outcomes and Processes Survey: A Validation Study in the Workplace Context." Journal of Transformative Education 19, no. 4 : 459 – 471. https://doi.org/10.1177/15413446211045175.</bibtext> </blist> <blist> <bibtext> Laros, A., T. Fuhr, and E. W. Taylor. 2017. Transformative Learning Meets Bildung: An International Exchange. Berlin, DE : Springer.</bibtext> </blist> <blist> <bibtext> Mälkki, K. 2010. " Building on Mezirow's Theory of Transformative Learning: Theorizing the Challenges to Reflection." Journal of Transformative Education 8, no. 1 : 42 – 62. https://doi.org/10.1177/1541344611403315.</bibtext> </blist> <blist> <bibtext> Mälkki, K. 2012. " Rethinking Disorienting Dilemmas Within Real‐Life Crises." Adult Education Quarterly 62, no. 3 : 207 – 229. https://doi.org/10.1177/0741713611402047.</bibtext> </blist> <blist> <bibtext> Mälkki, K., and L. Green. 2014. " Navigational Aids: The Phenomenology of Transformative Learning." Journal of Transformative Education 12, no. 1 : 5 – 24. https://doi.org/10.1177/1541344614541171.</bibtext> </blist> <blist> <bibtext> Mälkki, K., M. Mäkinen, and J. Forsell. 2022. " Revitalizing Reflection in Teacher Education: A Digital Tool for Reflection as a Gentle Trigger for Transformation." In The Palgrave Handbook of Learning for Transformation, edited by A. Nicolaides, S. Eschenbacher, P. T. Buergelt, Y. Gilpin‐Jackson, W. Welch, and M. Misawa, 301 – 331. London, UK : Palgrave MacMillan.</bibtext> </blist> <blist> <bibtext> Merriam, S. B., and L. M. Baumgartner. 2020. Learning in Adulthood: A Comprehensive Guide, 4th edition. San Francisco, CA : Jossey‐Bass.</bibtext> </blist> <blist> <bibtext> Mezirow, J. 1978. Education for Perspective Transformation: Women's Re‐entry Programs in Community Colleges. New York, NY : Teacher's College, Columbia University. https://eric.ed.gov/?id=ED166367.</bibtext> </blist> <blist> <bibtext> Mezirow, J. 1991. Transformative Dimensions of Adult Learning. San Francisco, CA : Jossey‐Bass.</bibtext> </blist> <blist> <bibtext> Mezirow, J. (ed.). 1990. Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. San Franciso, CA : Jossey‐Bass.</bibtext> </blist> <blist> <bibtext> Mezirow, J. 2000. Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco, CA : Jossey‐Bass.</bibtext> </blist> <blist> <bibtext> Mezirow, J. 2003. " Transformative Learning as Discourse." Journal of Transformative Education 1, no. 1 : 58 – 63. https://doi.org/10.1177/1541344603252172.</bibtext> </blist> <blist> <bibtext> Mezirow, J. 2009. " Transformative Learning Theory." In Transformative Learning in Practice: Insights From Community, Workplace, and Higher Education, edited by J. Mezirow and E. W. Taylor, 18 – 31. San Francisco, CA : Jossey‐Bass.</bibtext> </blist> <blist> <bibtext> Muncey, T. 2010. Creating Autoethnographies. Thousand Oaks, CA : Sage.</bibtext> </blist> <blist> <bibtext> Nada, C., C. Montgomery, and H. Araújo. 2018. " You Went to Europe and Returned Different: Transformative Learning Experiences of International Students in Portugal." European Educational Research Journal 17, no. 5 : 696 – 713. https://doi.org/10.1177/0741713614558582.</bibtext> </blist> <blist> <bibtext> Newman, M. 2012. " Calling Transformative Learning Into Question: Some Mutinous Thoughts." Adult Education Quarterly 62, no. 1 : 36 – 55. https://doi.org/10.1177/0741713610392768.</bibtext> </blist> <blist> <bibtext> Nicolaides, A., and S. Eschenbacher. 2022. " The Many Turns of Transformation Creating New Vocabularies for Transformative Learning." In The Palgrave Handbook of Learning for Transformation, edited by A. Nicolaides, S. Eschenbacher, P. T. Buergelt, Y. Gilpin‐Jackson, W. Welch, and M. Misawa, 1 – 22. London, UK : Palgrave Macmillan.</bibtext> </blist> <blist> <bibtext> Nicolaides, A., S. Eschenbacher, P. T. Buergelt, Y. Gilpin‐Jackson, M. Welch, and M. Misawa. 2022. The Palgrave Handbook of Learning for Transformation. London, UK : Palgrave Macmillan.</bibtext> </blist> <blist> <bibtext> Nogueiras, G., A. Iborra, and S. E. Kunnen. 2019. " Experiencing Transformative Learning in a Counseling Masters' Course: A Process‐Oriented Case Study With a Focus on the Emotional Experience." Journal of Transformative Education 17, no. 1 : 71 – 95. https://doi.org/10.1177/1541344618774022.</bibtext> </blist> <blist> <bibtext> Ntseane, P. G. 2012. " Transformative Learning Theory: A Perspective From Africa." In The Handbook of Transformative Learning: Theory, Research, and Practice, edited by E. W. Taylor and P. Cranton, 274 – 288. San Francisco, CA : Jossey‐Bass.</bibtext> </blist> <blist> <bibtext> O'Sullivan, E. 1999. Transformative Learning: Educational Vision for the 21st Century. London, UK : Zed Books.</bibtext> </blist> <blist> <bibtext> O'Sullivan, E. 2012. " Deep Transformation: Forging a Planetary Worldview." In The Handbook of Transformative Learning: Theory, Research, and Practice, edited by E. W. Taylor and P. Cranton, 162 – 177. San Francisco, CA: Jossey‐Bass.</bibtext> </blist> <blist> <bibtext> Payne, H., A. Roberts, and J. Jarvis. 2020. " The BodyMind Approach as Transformative Learning to Promote Self‐Management for Patients With Medically Unexplained Symptoms." Journal of Transformative Education 18, no. 2 : 114 – 137. https://doi.org/10.1177/1541344619883892.</bibtext> </blist> <blist> <bibtext> Perry, S. A. B. 2021. " Participatory Feeling: Re‐Visioning Transformative Learning Theory Through Heron's Whole Person Perspective." Adult Education Quarterly 71, no. 14 : 338 – 355. https://doi.org/10.1177/07417136211016779.</bibtext> </blist> <blist> <bibtext> Romano, A., F. Bracci, and V. Marsick. 2022. " A Practice‐Based View of Transformative Learning: An Exploratory Study on the Practical creativity." In The Palgrave Handbook of Learning for Transformation, edited by A. Nicolaides, S. Eschenbacher, P. T. Buergelt, Y. Gilpin‐Jackson, W. Welch, and M. Misawa, 109 – 128. London, UK: Palgrave MacMillan.</bibtext> </blist> <blist> <bibtext> Savicki, V., and M. V. Price. 2021. " Reflection in Transformative Learning: The Challenge of Measurement." Journal of Transformative Education 19, no. 4 : 366 – 382. https://doi.org/10.1177/1541344621104516.</bibtext> </blist> <blist> <bibtext> Schroeder, S., E. Currin, E. Washington, R. Curcio, and L. Lundgren. 2020. " "Like, Share, Comment," and Learn: Transformative Learning in Online Anti‐Trump Resistance Communities." Adult Education Quarterly 70, no. 2 : 119 – 139. https://doi.org/10.1177/0741713619884270.</bibtext> </blist> <blist> <bibtext> Searle, M., C. Ahn, L. Fels, and K. Carbone. 2021. " Illuminating Transformative Learning/Assessment: Infusing Creativity, Reciprocity, and Care Into Higher Education." Journal of Transformative Education 19, no. 4 : 339 – 365. https://doi.org/10.1177/15413446211045160.</bibtext> </blist> <blist> <bibtext> Sheared, V. 1994. " Giving Voice: An Inclusive Model of Instruction—A Womanist Perspective." New Directions for Adult and Continuing Education 1994, no. 61 : 27 – 37. https://doi.org/10.1002/ace.36719946105.</bibtext> </blist> <blist> <bibtext> Sherman, G. L. 2021. " Transformative Learning and Well‐Being for Emerging Adults in Higher Education." Journal of Transformative Education 19, no. 1 : 29 – 49. https://doi.org/10.1177/1541344620935623.</bibtext> </blist> <blist> <bibtext> Smith, R. O. 2012. " Fostering Transformative Learning Online." In The Handbook of Transformative Learning: Theory, Research, and Practice, edited by E. W. Taylor and P. Cranton, 408 – 422. San Francisco, CA: Jossey‐Bass.</bibtext> </blist> <blist> <bibtext> Taylor, E. W. 1998. " The Theory and Practice of Transformative Learning: A Critical Review." ERIC Clearinghouse on Adult, Career, and Vocational Education. Information Series No. 374. https://eric.ed.gov/?id=ED423422.</bibtext> </blist> <blist> <bibtext> Taylor, E. W. 2008. " Transformative Learning Theory." New Directions for Adult & Continuing Education 2008, no. 120 : 5 – 15. https://doi.org/10.1002/ace.301.</bibtext> </blist> <blist> <bibtext> Taylor, E. W. 2009. " Fostering Transformative Learning." In Transformative Learning in Practice: Insights From Community, Workplace, and Higher Education, edited by J. Mezirow, E. W. Taylor, and Associates, 3 – 17. San Francisco, CA : Jossey‐Bass.</bibtext> </blist> <blist> <bibtext> Taylor, E. W., and P. Cranton. 2012. The Handbook of Transformative Learning: Theory, Research, and Practice. San Francisco, CA : Jossey‐Bass.</bibtext> </blist> <blist> <bibtext> Taylor, E. W., and A. Laros. 2014. " Researching the Practice of Fostering Transformative Learning: Lessons Learned From the Study of Andragogy." Journal of Transformative Education 12, no. 2 : 134 – 147. https://doi.org/10.1177/1541344614548589.</bibtext> </blist> <blist> <bibtext> Tedford, K., and A. D. Kitchenham. 2021. " Using the Graphic Narrative to Stimulate Mezirow's Transformative Learning Theory in Learners." Journal of Transformative Education 19, no. 4 : 445 – 458. https://doi.org/10.1177/15413446211045174.</bibtext> </blist> <blist> <bibtext> Tennant, M. C. 1993. " Perspective Transformation and Adult Development." Adult Education Quarterly 44, no. 1 : 34 – 42. https://doi.org/10.1177/0741713693044001003.</bibtext> </blist> <blist> <bibtext> Tilak, S., M. Glassman, I. Kuznetcova, et al. 2020. " Multi‐User Virtual Environments (MUVEs) as Alternative Lifeworlds: Transformative Learning in Cyberspace." Journal of Transformative Education 18, no. 4 : 310 – 337. https://doi.org/10.1177/1541344620932224.</bibtext> </blist> <blist> <bibtext> Tisdell, E. J. 2023. " The Braid of Transformative Learning, Spirituality, and Creativity: The Impetus to Create as Well as Critique." New Directions for Adult and Continuing Education 2023, no. 177 : 37 – 50. https://doi.org/10.1002/ace.20477.</bibtext> </blist> <blist> <bibtext> Tolliver, D. E., and E. J. Tisdell. 2006. " Engaging Spirituality in the Transformative Higher Education Classroom." New Directions for Adult and Continuing Education 109 : 37 – 47. https://doi.org/10.1002/ace.206.</bibtext> </blist> <blist> <bibtext> Walker, J. 2017. " Shame and Transformation in the Theory and Practice of Adult Learning and Education." Journal of Transformative Education 15, no. 4 : 357 – 374. https://doi.org/10.1177/1541344617699591.</bibtext> </blist> <blist> <bibtext> Wang, V., G. Torrisi‐Steele, and E. Reinsfield. 2021. " Transformative Learning, Epistemology, and Technology in Adult Education." Journal of Adult and Continuing Education 27, no. 2 : 324 – 340. https://doi.org/10.1177/1477971420918602.</bibtext> </blist> <blist> <bibtext> Wang, V. C., and K. P. King. 2008. " Transformative Learning and Ancient Asian Educational Perspectives." Journal of Transformative Education 6, no. 2 : 136 – 150. https://doi.org/10.1177/0002764208322760.</bibtext> </blist> <blist> <bibtext> Wiley, J. L., K. R. Wiley, L. Intolubbe‐Chmil, D. Bhuyan, and K. Acheson. 2021. " A New, Depth‐Based Quantitative Approach to Assessing Transformative Learning." Journal of Transformative Education 19, no. 4 : 400 – 420. https://doi.org/10.1177/15413446211045164.</bibtext> </blist> <blist> <bibtext> Yorks, L., and E. Kasl. 2002. " Toward a Theory and Practice for Whole‐Person Learning: Reconceptualizing Experience and the Role of Affect." Adult Education Quarterly 52, no. 3 : 176 – 192. https://doi.org/10.1177/07417136020523002.</bibtext> </blist> <blist> <bibtext> Yorks, L., and E. Kasl. 2006. " I Know More Than I Can Say: A Taxonomy for Using Expressive Ways of Knowing to Foster Transformative Learning." Journal of Transformative Education 4, no. 1 : 43 – 64. https://doi.org/10.1177/1541344605283151.</bibtext> </blist> </ref> <aug> <p>By Adam L. McClain</p> <p>Reported by Author</p> </aug> <nolink nlid="nl1" bibid="bib76" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib17" firstref="ref4"></nolink> <nolink nlid="nl3" bibid="bib95" firstref="ref5"></nolink> <nolink nlid="nl4" bibid="bib73" firstref="ref8"></nolink> <nolink nlid="nl5" bibid="bib58" firstref="ref10"></nolink> <nolink nlid="nl6" bibid="bib22" firstref="ref11"></nolink> <nolink nlid="nl7" bibid="bib69" firstref="ref12"></nolink> <nolink nlid="nl8" bibid="bib166" firstref="ref13"></nolink> <nolink nlid="nl9" bibid="bib167" firstref="ref15"></nolink> <nolink nlid="nl10" bibid="bib97" firstref="ref16"></nolink> <nolink nlid="nl11" bibid="bib38" firstref="ref17"></nolink> <nolink nlid="nl12" bibid="bib40" firstref="ref18"></nolink> <nolink nlid="nl13" bibid="bib45" firstref="ref19"></nolink> <nolink nlid="nl14" bibid="bib71" firstref="ref20"></nolink> <nolink nlid="nl15" bibid="bib74" firstref="ref22"></nolink> <nolink nlid="nl16" bibid="bib26" firstref="ref25"></nolink> <nolink nlid="nl17" bibid="bib10" firstref="ref32"></nolink> <nolink nlid="nl18" bibid="bib11" firstref="ref33"></nolink> <nolink nlid="nl19" bibid="bib55" firstref="ref35"></nolink> <nolink nlid="nl20" bibid="bib94" firstref="ref36"></nolink> <nolink nlid="nl21" bibid="bib28" firstref="ref37"></nolink> <nolink nlid="nl22" bibid="bib29" firstref="ref39"></nolink> <nolink nlid="nl23" bibid="bib35" firstref="ref40"></nolink> <nolink nlid="nl24" bibid="bib52" firstref="ref46"></nolink> <nolink nlid="nl25" bibid="bib53" firstref="ref49"></nolink> <nolink nlid="nl26" bibid="bib103" firstref="ref52"></nolink> <nolink nlid="nl27" bibid="bib54" firstref="ref55"></nolink> <nolink nlid="nl28" bibid="bib91" firstref="ref58"></nolink> <nolink nlid="nl29" bibid="bib83" firstref="ref60"></nolink> <nolink nlid="nl30" bibid="bib84" firstref="ref61"></nolink> <nolink nlid="nl31" bibid="bib75" firstref="ref67"></nolink> <nolink nlid="nl32" bibid="bib72" firstref="ref68"></nolink> <nolink nlid="nl33" bibid="bib96" firstref="ref71"></nolink> <nolink nlid="nl34" bibid="bib98" firstref="ref74"></nolink> <nolink nlid="nl35" bibid="bib62" firstref="ref75"></nolink> <nolink nlid="nl36" bibid="bib23" firstref="ref76"></nolink> <nolink nlid="nl37" bibid="bib21" firstref="ref77"></nolink> <nolink nlid="nl38" bibid="bib24" firstref="ref78"></nolink> <nolink nlid="nl39" bibid="bib70" firstref="ref79"></nolink> <nolink nlid="nl40" bibid="bib18" firstref="ref80"></nolink> <nolink nlid="nl41" bibid="bib25" firstref="ref81"></nolink> <nolink nlid="nl42" bibid="bib78" firstref="ref82"></nolink> <nolink nlid="nl43" bibid="bib37" firstref="ref85"></nolink> <nolink nlid="nl44" bibid="bib50" firstref="ref88"></nolink> <nolink nlid="nl45" bibid="bib48" firstref="ref89"></nolink> <nolink nlid="nl46" bibid="bib63" firstref="ref96"></nolink> <nolink nlid="nl47" bibid="bib49" firstref="ref100"></nolink> <nolink nlid="nl48" bibid="bib39" firstref="ref101"></nolink> <nolink nlid="nl49" bibid="bib43" firstref="ref102"></nolink> <nolink nlid="nl50" bibid="bib16" firstref="ref103"></nolink> <nolink nlid="nl51" bibid="bib32" firstref="ref113"></nolink> <nolink nlid="nl52" bibid="bib47" firstref="ref115"></nolink> <nolink nlid="nl53" bibid="bib80" firstref="ref116"></nolink> <nolink nlid="nl54" bibid="bib79" firstref="ref117"></nolink> <nolink nlid="nl55" bibid="bib108" firstref="ref121"></nolink> <nolink nlid="nl56" bibid="bib109" firstref="ref122"></nolink> <nolink nlid="nl57" bibid="bib46" firstref="ref123"></nolink> <nolink nlid="nl58" bibid="bib86" firstref="ref124"></nolink> <nolink nlid="nl59" bibid="bib41" firstref="ref125"></nolink> <nolink nlid="nl60" bibid="bib42" firstref="ref126"></nolink> <nolink nlid="nl61" bibid="bib56" firstref="ref127"></nolink> <nolink nlid="nl62" bibid="bib102" firstref="ref128"></nolink> <nolink nlid="nl63" bibid="bib85" firstref="ref129"></nolink> <nolink nlid="nl64" bibid="bib92" firstref="ref130"></nolink> <nolink nlid="nl65" bibid="bib44" firstref="ref133"></nolink> <nolink nlid="nl66" bibid="bib13" firstref="ref134"></nolink> <nolink nlid="nl67" bibid="bib19" firstref="ref135"></nolink> <nolink nlid="nl68" bibid="bib12" firstref="ref136"></nolink> <nolink nlid="nl69" bibid="bib87" firstref="ref137"></nolink> <nolink nlid="nl70" bibid="bib90" firstref="ref138"></nolink> <nolink nlid="nl71" bibid="bib100" firstref="ref142"></nolink> <nolink nlid="nl72" bibid="bib31" firstref="ref143"></nolink> <nolink nlid="nl73" bibid="bib162" firstref="ref144"></nolink> <nolink nlid="nl74" bibid="bib51" firstref="ref145"></nolink> <nolink nlid="nl75" bibid="bib14" firstref="ref146"></nolink> <nolink nlid="nl76" bibid="bib36" firstref="ref147"></nolink> <nolink nlid="nl77" bibid="bib27" firstref="ref148"></nolink> <nolink nlid="nl78" bibid="bib33" firstref="ref149"></nolink> <nolink nlid="nl79" bibid="bib15" firstref="ref150"></nolink> <nolink nlid="nl80" bibid="bib65" firstref="ref151"></nolink> <nolink nlid="nl81" bibid="bib66" firstref="ref152"></nolink> <nolink nlid="nl82" bibid="bib67" firstref="ref156"></nolink> <nolink nlid="nl83" bibid="bib104" firstref="ref157"></nolink> <nolink nlid="nl84" bibid="bib81" firstref="ref158"></nolink> <nolink nlid="nl85" bibid="bib64" firstref="ref161"></nolink> <nolink nlid="nl86" bibid="bib34" firstref="ref162"></nolink> <nolink nlid="nl87" bibid="bib60" firstref="ref163"></nolink> <nolink nlid="nl88" bibid="bib61" firstref="ref164"></nolink> <nolink nlid="nl89" bibid="bib77" firstref="ref166"></nolink> <nolink nlid="nl90" bibid="bib106" firstref="ref167"></nolink> <nolink nlid="nl91" bibid="bib57" firstref="ref168"></nolink> <nolink nlid="nl92" bibid="bib82" firstref="ref169"></nolink> <nolink nlid="nl93" bibid="bib88" firstref="ref173"></nolink> <nolink nlid="nl94" bibid="bib20" firstref="ref174"></nolink> <nolink nlid="nl95" bibid="bib107" firstref="ref175"></nolink> <nolink nlid="nl96" bibid="bib99" firstref="ref177"></nolink> <nolink nlid="nl97" bibid="bib68" firstref="ref179"></nolink> <nolink nlid="nl98" bibid="bib93" firstref="ref180"></nolink> <nolink nlid="nl99" bibid="bib105" firstref="ref181"></nolink> <nolink nlid="nl100" bibid="bib30" firstref="ref182"></nolink> <nolink nlid="nl101" bibid="bib59" firstref="ref183"></nolink> <nolink nlid="nl102" bibid="bib101" firstref="ref184"></nolink> <nolink nlid="nl103" bibid="bib89" firstref="ref185"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1454990
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: New Developments in Transformative Learning
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Adam+L%2E+McClain%22">Adam L. McClain</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-7388-4292">0009-0002-7388-4292</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22New+Directions+for+Adult+and+Continuing+Education%22"><i>New Directions for Adult and Continuing Education</i></searchLink>. 2024 (184):20-29.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+History%22">Educational History</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Development%22">Educational Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Action%22">Social Action</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Global+Approach%22">Global Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation%22">Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Technology%22">Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Experience%22">Emotional Experience</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/ace.20540
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1052-2891<br />1536-0717
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Rooted in nearly five decades of scholarly research, transformative learning theory explores how individuals construct and reinterpret their experiences, leading to profound change. This chapter delves into the foundational principles of transformative learning within adult education, highlighting its significance and broad applications. It starts with a definition of transformative learning, moves through traditional perspectives, reviews effective practices, addresses critiques, and calls for a unified theory and metatheory. It concludes with an overview of recent scholarly contributions. The chapter outlines the evolving nature of transformative learning, emphasizing its theoretical developments and the ongoing efforts to synthesize various perspectives. As the field progresses, the pivotal role of transformative learning in fostering deep and meaningful change in adult education is continually reinforced.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1454990
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1454990
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/ace.20540
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 20
    Subjects:
      – SubjectFull: Transformative Learning
        Type: general
      – SubjectFull: Adult Education
        Type: general
      – SubjectFull: Educational History
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Educational Development
        Type: general
      – SubjectFull: Social Action
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Global Approach
        Type: general
      – SubjectFull: Cultural Influences
        Type: general
      – SubjectFull: Evaluation
        Type: general
      – SubjectFull: Technology
        Type: general
      – SubjectFull: Emotional Experience
        Type: general
    Titles:
      – TitleFull: New Developments in Transformative Learning
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Adam L. McClain
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1052-2891
            – Type: issn-electronic
              Value: 1536-0717
          Numbering:
            – Type: issue
              Value: 184
          Titles:
            – TitleFull: New Directions for Adult and Continuing Education
              Type: main
ResultId 1