To teach for transformation, teachers can provide an environment that focuses on the following transformative learning facets: activating events, articulation of assumptions, critical reflection, openness to alternatives, discourse, revision of assumptions, and action upon revisions. (SK)

An integrative approach views professional development for adult educators as learner centered and transformative; it should address motivation and technology. A new vision of professional development reconceptualizes the process to include understanding of contexts, active learning, reflection, and dialogue. (SK)

Students who have internalized negative messages about their intelligence and ability must reexamine their personal meaning perspectives before they can engage in critical reflection. A multiple intelligences framework provides a structure for this reassessment. (SK)

For most reentry women students, development entails a shift from identifying themselves in terms of their psychological surroundings to authoring and authorizing their own identity. Reentry women need both self-direction and supports that promote development. (SK)

This chapter discusses the challenges of fostering spirituality in the higher education classroom and its relationship to the practice of transformative learning.

This chapter offers a conceptual map for describing different means by which expressive ways of knowing support a holistic approach to transformative learning.