This chapter describes transformative learning as a catch-all term to describe many disparate phenomena related to learning processes involved in human transformation. It argues for the distinction between individual theories used to understand these phenomena and the metatheoretical work of analyzing across theories. This article then reviews…

This article provides an overview of adult learning theory, focusing on the theories covered in this issue of New Directions in Adult and Continuing Education. In offering a brief synopsis of each article and reflecting on the ways adult learning theories have evolved since the first update was published in 1993, this article explains several…

Narrative is not only a method for fostering learning; it is also a way to conceptualize the learning process. In this chapter, the authors examine what narrative learning is, how it works, and how it can be used more intentionally and effectively in the education of adults. This article aims to stimulate further conversation and thought about the…

A complete theory of adult learning must take into consideration the learner, learning process, and context. Andragogy, self-directed learning, consciousness, critical theory, feminism, transformational learning, and situated cognition contribute to understanding of this complex phenomenon. (SK)

This chapter describes how by adopting a cultural theory of learning, members of a community-based research team deepened their understanding of the nature, pervasiveness, and contribution of everyday learning processes of people affected by HIV/AIDS in Nova Scotia, Canada.

The lukasa, an African mnemonic device, illustrates the way in which individual meaning-making enables adults to interpret and shape organizational meaning-making. This may be limited by power abuses, lack of learning skills or developmental capacity, and the changing social contract. (SK)