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Developing a Survey of Transformative Learning Outcomes and Processes Based on Theoretical Principles
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Stuckey, Heather L.; Taylor, Edward W.; Cranton, Patricia – Journal of Transformative Education, 2013
The purpose of this research was to develop an inclusive evaluation of "transformative learning theory" that encompassed varied perspectives of transformative learning. We constructed a validated quantitative survey to assess the potential outcomes and processes of how transformative learning may be experienced by college-educated…
Descriptors: Foreign Countries, Transformative Learning, Learning Theories, College Graduates
Fostering Transformative Learning in Non-Formal Settings: Farmer-Field Schools in East Africa
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Taylor, Edward W.; Duveskog, Deborah; Friis-Hansen, Esbern – International Journal of Lifelong Education, 2012
The purpose of this study was to explore the practice of Farmer-Field Schools (FFS) theoretically framed from the perspective of transformative learning theory and non-formal education (NFE). Farmer-Field Schools are community-led NFE programs that provide a platform where farmers meet regularly to study the "how and why" of farming and…
Descriptors: Foreign Countries, Transformative Learning, Learning Theories, Nonformal Education
Transformative Learning Theory
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Taylor, Edward W. – New Directions for Adult and Continuing Education, 2008
There is an instinctive drive among all humans to make meaning of their daily lives. Because there are no enduring truths, and change is continuous, people cannot always be assured of what they know or believe. It therefore becomes imperative in adulthood that they develop a more critical worldview as they seek ways to better understand the world.…
Descriptors: Learning Theories, Transformative Learning, Adult Learning, Philosophy
An Update of Transformative Learning Theory: A Critical Review of the Empirical Research (1999-2005)
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Taylor, Edward W. – International Journal of Lifelong Education, 2007
The last significant review of research about transformative learning was in 1998 and was mostly focused on unpublished dissertations. In response, this paper reviews an exhaustive body of research conducted since that time, involving 40 studies, published in peer-review journals with a lens of analysis of new findings and insights on…
Descriptors: Learning Theories, Doctoral Dissertations, Transformative Learning, Meta Analysis
Transformative Learning Theory: A Neurobiological Perspective of the Role of Emotions and Unconscious Ways of Knowing.
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Taylor, Edward W. – International Journal of Lifelong Education, 2001
Describes from a neurobiological perspective the interdependence of emotion and reason. Examines the contribution of implicit memory to unconscious cognitive processes. Explores the implications of emotion and implicit memory for transformative learning. (Contains 64 references.) (SK)
Descriptors: Cognitive Processes, Learning Theories, Memory, Multiple Intelligences
Building upon the Theoretical Debate: A Critical Review of the Empirical Studies of Mezirow's Transformative Learning Theory.
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Taylor, Edward W. – Adult Education Quarterly, 1997
Review of 39 studies on perspective transformation reveals the need to recognize the significant influence of context, a lesser role for critical reflection, and a greater role for other ways of learning. A more encompassing view of transformative learning includes affective learning, nonconscious learning, relationships, and collective…
Descriptors: Adult Learning, Affective Behavior, Interpersonal Relationship, Learning Processes
Fostering Transformative Learning in the Adult Education Classroom: A Review of the Empirical Studies.
Taylor, Edward W. – 2000
The practice of fostering transformative learning was reviewed from an empirical perspective. In the literature, much support was found for Mezirow's ideals for promoting rational discourse and critical reflection, two of the three interrelated components he identified as central to the process of fostering transformational learning. Other factors…
Descriptors: Adult Education, Critical Thinking, Experiential Learning, Group Dynamics