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)

Responds to Pietrykowski's postmodern critique of transformative and emancipatory learning. Suggests that some cultural frames of reference are more emancipatory than others. (SK)

Three interviews each with five people who had articulated a life mission and analysis of their journals delineated the relationship of life mission to self-directed and transformative learning. New learning experiences refocus mission. The stronger and more focused the mission, the stronger and more focused the learner's self-direction. (SK)

Multicultural immigrant workers (n=23) studying English as a second language took photographs about their lives, wrote about them, and displayed them on the Internet. The materials depicted their cross-cultural journeys and transformative experiences. The process increased their communication skills and empowered them to make workplace changes.…

A study of 13 female educators working aborad found their status as professionals superceded female status in host countries; trigger events emanated from personal relationships; and trigger events had four stages: communicating with family about departure, culture "shocks" in the first 3 months, cultural adjustments, and reentry into…

Presents assumptions, advantages, and disadvantages of three curriculum positions for teaching gerontology: (1) transmission (conveying facts); (2) transaction (developing cognitive skills and problem-solving abilities); and (3) transformation (facilitating personal and social change). Offers considerations for choosing positions: audience…

The link between development and learning is explicit in Mezirow's theory of transformational learning. Indeed, numerous studies have documented that growth and development are outcomes of transformational learning. What has not been questioned, and what is argued in this Forum article, is that it appears one must already be at a mature level of…

To benefit from reflective and reflexive actions there is a need to contrast these two terms to understand what each is and is not. Both terms can indicate a level and concern for self-development. For instance, to be reflexive is to self-examine, to consider internal conversation, and use this voice to guide, support, and enhance work.…

Reflection has become a buzzword in the education literature. Differences in the conceptualizations of reflection underlying different studies and lack of theorizing over how these frameworks relate to one another, however, can diminish the contributions such studies can make to our understanding of educational development in higher education.…

"Art and Social Justice Education" offers inspiration and tools for educators to craft critical, meaningful, and transformative arts education curriculum and arts integration projects. The images, descriptive texts, essays, and resources are grounded within a clear social justice framework and linked to ideas about culture as commons. Essays and a…

The theoretical underpinnings of student-centred learning suggest motivation to be an integral component. However, lack of clarification of what is involved in motivation in education often results in unchallenged assumptions that fail to recognise that what motivates some students may alienate others. This case study, using socio-cognitive…

The focal concern of this article is the investigation of the transfer and sustainability of the reflective process into the work environment. Specifically, the identification of the variables which support or challenge practitioners to continue the ongoing process of reflection in practice contexts is addressed. The article describes a study…

There are some important ambiguities in discussions about the implications of "evidence-based practice", both for educational research and for the work of teachers. In this paper we explore several of these through examining the Evidence-based Practice in Science Education (EPSE) study--part of the Teaching and Learning Research…

Nine teacher educators in their first three years as tenure-track professors in an education faculty established a self-study group in 2006-2007. These professors met once a month to link their teaching and service to scholarship through the self-study of teacher education practices. In addition, members met in pairs or small groups to develop…

There is currently strong interest among policy-makers internationally in the idea of transformative learning, and considerable evidence that existing educational institutions are not equipped to provide this kind of learning experience for young people. Definitions of transformative learning are problematic, however, and few take full account of…