Jack Mezirow's (1978, 1991, and 2008) transformative learning (TL) theory was developed with transforming society in mind. However, that intent has been overshadowed by a dominant focus on individual transformation and a rational cognitive approach to critically assessing assumptions as the path to transformation. We (the authors) wonder what…

Dimensional ontology is Viktor E. Frankl's theory that contends humans are composed of their biological, psychological, and noological (spiritual) dimensions. Frankl maintains that it is in the noological dimension where humans freely choose their responses to the environmental, psychological, and biological conditions that befall them. Frankl's…

Intergroup dialogue (IGD) is a program for facilitating conversations about social identity, institutionalized and systemic oppression, social conflict, and social justice. This article examines how IGD can contribute to adult education's socially just goals by facilitating transformative learning. An initial review of the literature, followed by…

Adult educators and scholars have long recognized the Highlander Education and Research Center in Tennessee as a model for adult civic education that is transformative for individuals and society. In 2004, researchers at Harvard University identified Highlander as one of the most successful initiatives worldwide with long-term impact on societal…

Transformative education exists in a complex, dynamic, and ambiguous state seeking structural definitions and relationships within an interdisciplinary arena often critiqued for its limitations as an individual--rather than social--practice. This type of education encompasses learning processes that may facilitate the development of civic-minded,…

Participedia is a collaborative, digital learning tool for the co-production of knowledge about new forms of citizen participation across the world (www.participedia.net). In this paper, we analyse using the platform as a learning resource for adult learners who are democracy practitioners and for undergraduate students. We examine Participedia's…

In an appeal to establish transformative learning's (TL) boundaries, Kegan (2000) implored researchers to identify "what from transforms?" As a social psychologist, I am particularly drawn to theorists who identify the self as the form that transforms; however, I argue that a model of the self that specifies how it is represented in…

This essay introduces a juxtaposition of adult education, futures perspectives, transformative learning theory, and democratic engagement. Within adult education, the promise of education, and the possibilities of transformative learning (TL) are often linked to democracy and human freedoms, yet that democratic promise is often left unfulfilled or…

This article explores both the prerequisites and barriers of perspective transformation in the context of two Eastern European societies as examples of post-totalitarian states. Although personal cognitive development is considered as an outcome of perspective transformation, I will demonstrate that certain manifestations of cognitive development…

While contemplative approaches have recently garnered much attention in different areas of transformative education, the interpersonal and relational aspects of contemplative training have received less scrutiny. This article examines the relational dynamics involved in contemplative education from a Lacanian viewpoint. The concept of transference…

This article is an analysis and synthesis of the outcome of our efforts to integrate reflective problem-solving and mindfulness to promote organizational adaptation toward conflict-sensitive approach to managing and resolving land-related conflicts. The purpose of the article is 2-fold. The first part of the article describes the methodological…

Shame both stymies and motivates learning; it prevents adults from participating in educational programs yet, with accompanied self-examination, it can be the catalyst for transformation. While fundamental for understanding adult learning, shame is (shamefully) inadequately theorized in the field of adult education: We don't talk enough about…

Over the last decade, Eleanor Drago-Severson has authored or coauthored four books on adult learning as key to leadership development in schools. organizations--is evident in each of the publications. The titles include the following: (1) "Helping Teachers Learn: Principal Leadership for Adult Growth and Development"; (2) "Leading…

Although different transformative learning theories have been described in the literature, a detailed integrative theory is yet to emerge. I argue that unduly intellectualist assumptions regarding cognition have hampered current understandings and have obscured transformative learning's cognitive and metacognitive essence. Firstly, Mezirow's…

This article attempts to examine the views of European adult educators toward transformative learning (TL) theory. First, I explore the relevant attitudes of my colleagues in Greece, which appear to be quite positive. Then, through a literature review, I assume that the scholars in other European countries have a limited interest and a quite…