This volume has explored embodied knowing in formal and informal education, including the university classroom, the workplace, the health professions, and the community. Educators considered the role of intuition, theater, dance, yoga, and outdoor education activities as forms of embodied learning. While the contexts of education were different,…

A holistic conception of transformative learning involves understanding of the self through spiritual, emotional, and mythological dimensions of experience, grounded in the idea of archetypes. (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)

A group of Jewish women used collaborative inquiry techniques of action-reflection, holistic ways of knowing, emotional probing, and validity procedures to explore their experience of internalized oppression. They used healing strategies such as storytelling, songs, art, movement, and theatre in the transformative process. (SK)

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