Transformative Learning in Practice
On the surface, the two views of transformative learning presented here are contradictory. One advocates a rational approach that depends primarily on critical reflection whereas the other relies more on intuition and emotion. However, the differences in the two views may best be seen as a matter of emphasis. Both utilize rational processes and incorporate imagination as a part of a creative process. The two different views of transformative learning described here as well as examples of how it occurs in practice suggest that no single model of transformative learning exists.
When transformative learning is the goal of adult education, fostering a learning environment in which it can occur should consider the following:
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Famous quotes containing the words learning and/or practice:
“The child amidst his baubles is learning the action of light, motion, gravity, muscular force; and in the game of human life, love, fear, justice, appetite, man, and God, interact.”
—Ralph Waldo Emerson (1803–1882)
“My paternal grandmother would not light a fire on the Sabbath and piled all Sunday’s washing-up in a bucket, to be dealt with on Monday morning, because the Sabbath was a day of rest—a practice that made my paternal grandfather, the village atheist, as mad as fire. Nevertheless, he willed five quid to the minister, just to be on the safe side.”
—Angela Carter (1940–1992)