This article contains six essays on transformative learning (TL) that were written to celebrate the 40th anniversary of TL. These authors belong to a ''wave'' of scholars who joined the field of TL between the mid-1970s and mid-1990s. Their stories describe the chronicle behind their engagement with the TL theory and its community. This is evident…

This article identifies factors that have contributed to the challenges associated with the practice and research of fostering transformative learning (TL), by drawing on the work by Rachal and others in reviewing the study of andragogy--theory, research, and practice. Implications are also discussed of how scholars of TL can best respond to the…

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…

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…

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.…

The last significant review of research about transformative learning was in 1998 and was mostly focused on unpublished dissertations.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…

Analysis of 23 studies revealed support for Mezirow's ideals for transformative learning: promoting rational discourse and critical reflection. Essential teaching practices include group ownership, experiential activities, affective learning, contextual awareness, and value-laden content. Research needs were identified. (Contains 57 references.)…

In summarizing the shared themes of the authors of the previous chapters, this chapter explores the role of the transformative educator, the transformative classroom environment, the transformative text, and the student when teaching for change.

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)

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…

From interviews with 12 U.S. adults who successfully lived in another culture emerged a model of the learning process for intercultural competence. Its components are setting the stage (learning readiness), cultural disequilibrium, cognitive orientation (reflective/nonreflective), learning strategies (observer, participant, friend), and evolving…

The theory of transformative learning, the process of making meaning of one's experience, emerged from the work of Jack Mezirow and has been explored through numerous research studies and critiques over the last 20 years. The purpose of this monographic is to provide greater insight into the transformative learning theory. The paper begins with an…

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…