R. D. Howell, E. Breivik, and J. B. Wilcox (2007) have argued that causal (formative) indicators are inherently subject to interpretational confounding. That is, they have argued that using causal (formative) indicators leads the empirical meaning of a latent variable to be other than that assigned to it by a researcher. Their critique of causal…

Learning how to conduct qualitative research may seem daunting for those new to the task, especially given the paradigm's emphasis on complexity and emergent design. Although there are guidelines in the literature, each project is unique and ultimately the individual researcher must determine how best to proceed. Reflexivity is thus considered…

As the process of evidence-based practice (EBP) gains a foothold in the curricula of schools of social work and the various helping professions, instructors have been encountering a unique set of challenges. On one hand, educators must develop new curricula to convey material that is often complex and is, even in its most advanced state, still in…

This paper explores ways in which pedagogy for an elaborated form of transformative learning can be a useful catalyst for the development of social capital in community and workplace groups and networks. I begin with an example and then explore ideas of learning challenges embedded in building and maintaining social capital. I consider the…

To develop adult learning groups in formal educational settings, the educator must understand the nature of learning in groups. Three types of group learning are instrumental, communicative, and emancipatory. The type of learning that occurs in groups varies according to the learning tasks and goals. Group learning that has as its goal the…

This volume brings together the expert and timely writings of educational practitioners and researchers struggling to reform their classrooms to reach and teach diverse student populations. The contributors describe the importance of bringing one's own identity, culture, and history to discussions with disenfranchised communities. This book brings…

Oral history effectively deals with economic disadvantage and cultural inhibition by valuing and validating personal experience. Older adults particularly experience transformative learning. (SK)

Summarizes the transformation theory of adult learning and explains the relationship of transformative learning to autonomous thinking. (SK)

Because language represents self and culture, a holistic approach to second-language learning goes beyond skill acquisition. The goal is a reintegrated sense of self achieved through transformative learning. (SK)

Adult educators are encouraged to promote transformative learning through facilitative relationships, but they are not adequately prepared or supported to manage the dynamics of such relationships. Solutions include adopting an existential systems perspective, researching effective facilitation, revising preparatory curricula, developing a code of…

Transformation theory states that people learn through frames of reference that may be transformed by critical reflection. If literacy involves meaning making, literacy learning is a transformative process and communicative competence is the goal of literacy education. (SK)

Assumptions underlying teaching for transformation and cultural relevance include (1) how is spirituality defined; (2) transformative learning involves cognitive, affective and symbolic/spiritual aspects; (3) transformative learning must attend to sociocultural dimensions (personal, cultural, structural, political, sacred); and (4) instructors…

Observation of 12 outstanding service-sector leaders showed how they use theories of employee learning to guide collection of information that they use to achieve the intellectual transformation of the work force. Notes that their success also depends on their ability to motivate and raise employee self-confidence. (SK)

In response to Cunningham's review of his book "Transformative Dimensions of Adult Learning" in the Spring 1992 issue of "Adult Education Quarterly," Mezirow clarifies his transformation theory of how adults learn and points out how his meaning has been misrepresented. (SK)

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)