How a New Learning Theory Can Benefit Transformative Learning Research

Empirical Hypotheses

Bibliographic Data

ID22166404
AuthorsJoshua Friedman (0000-0002-8238-0814, Columbia University, corresponding author)
Year2022
Volume7
Publication date2022-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2022.857091
OpenAlexW4281714978
LanguageEN
Citations received2
References cited47

Transformative Learning research and practice has consistently stalled on three fundamental debates: (1) what transformative learning is, and how it’s differentiated from other learning; (2) what the preconditions for transformative learning are; and (3) what transformative learning’s predictable and relevant outcomes are. The following article attempts two main feats: (1) to provide a re-organization of transformative learning theory through the work of Vygotskian cultural-historical activity theory, and a newly synthesized meta-theory of learning and development generally, and (2) to use that re-organized model to articulate empirical research questions and hypotheses that are more amenable to observation and analysis than the typical time and cost intensive methods available to most researchers studying transformative learning today. The newly synthesized model draws on historical work in cognitive, social, educational, and clinical psychology, and clearly articulates the dialectical nature between the environment and experience, and what is meant by classical transformative learning concepts such as cognitive-rational frame of reference shifts, self/soul inner work, critical reflection, imaginative engagement, and everything in between

Cognitive science · Dialectic · Empirical research · Epistemology · Experiential learning · Learning theory · Observational learning · Pedagogy · Social learning · Sociology · Transformative learning · Adult and Continuing Education Topics · Ego Development and Educational Practices · Innovative Education and Learning Practices · Philosophy · Psychology

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Open DOIOpen Access