This article describes four emerging theoretical approaches in transformative learning (TL). Elaborations of existing theories, descriptions of new theories, and analyses of TL processes are reviewed. Implications for understanding key TL concepts of experience, reflection, dialogue, disorientation, self, agency, autonomy, and time are discussed…

Theater processes can powerfully connect mind, body, and emotions, providing opportunities and spaces for transformation. Based in stories from the authors' disparate but complementary practices, they focus here on facilitators' ethical responsibilities when bringing theater activities to processes of critical deconstruction of oppressive…

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,…

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.

This chapter addresses ethical issues that can arise for an educator who ascribes to and practices from the theoretical perspective of transformative learning.

Recent discoveries about brain function explain how best practices in adult learning may lead to adult learners' developmental growth.