NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1180371
Record Type: Journal
Publication Date: 2018-Jul
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1541-3446
Entwining a Conceptual Framework: Transformative, Buddhist and Indigenous-Community Learning
De Angelis, Romina
Journal of Transformative Education, v16 n3 p176-196 Jul 2018
This article proposes a theoretical framework for research and pedagogy development in the context of education for sustainable development (ESD). It combines transformative learning theory with elements drawn from Buddhist and other Eastern spiritual perspectives. Firstly, it outlines the ESD context and its current gaps. Secondly, it analyzes relevant aspects of transformative learning as an educational theory in relation to ESD. Thirdly, it explores how the notions of "inner experience," "oneness of reality," "moral sustainable values," and "community curriculum" arise by interweaving Buddhist/Eastern spiritual approaches with transformative learning to devise a conceptual framework. Fourthly, it presents a brief section outlining a suitable methodology for bridging together differing paradigms including its challenges and potential benefits. Finally, it considers the possible impact of said theoretical framework for innovative research and pedagogies related to sustainable learning in the Global South and internationally.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A