Expanding the Boundaries of Transformative Learning

1. Front Matter

   Pages i-xx

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2. The Project and Vision of Transformative Education

   • Edmund O’Sullivan

   Pages 1-12

3. What is Curriculum Anyway?

   • Matt Maxwell

   Pages 13-22

4. Feminist Perspectives on Globalization and Integrative Transformative Learning

   • Angela Miles

   Pages 23-33

5. The Right to a New Utopia

   • Budd L. Hall

   Pages 35-46

6. From Opposition to Alternatives

   • Brian Milani

   Pages 47-58

7. Transformative Learning and Transformative Politics

   • Daniel Schugurensky

   Pages 59-76

8. The Signature of the Whole

   • David Selby

   Pages 77-93

9. Learning from a Spiritual Perspective

   • John Jack P. Miller

   Pages 95-102

10. The Labyrinth

    • Vanessa Compton

    Pages 103-119

11. Spiritual Knowing and Transformative Learning

    • George J. Sefa Dei

    Pages 121-133

12. African Women and Spirituality

    • Njoki Nathani Wane

    Pages 135-150

13. Journey of our Spirits

    • Renee Shilling

    Pages 151-158

14. Toward Transformative Learning

    • Darlene E. Clover

    Pages 159-172

15. Transforming the Ecology of Violence

    • Eimear O’Neill, Edmund O’Sullivan

    Pages 173-183

16. Transformative Learning and Cultures of Peace

    • Anne Goodman

    Pages 185-198

17. Transforming Research

    • J. Gary Knowles, Ardra L. Cole

    Pages 199-213

18. On Speaking Terms Again

    • Lisa M. Lipsett

    Pages 215-228

19. Traces and Transformation

    • Amish Morrell

    Pages 229-239

20. Transformative Learning and New Paradigm Scholarship

    • Mary Ann O’Connor

    Pages 241-255

Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and permanently alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race and gender; our body awarenesses; our visions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy. The editors of this collection make several challenges to the existing field of transformative learning - the first is to theoreticians, who have attempted to describe the nature of transformative learning without regard to the content of transformative learning. The editors argue that transformative learning theory cannot be constructed in a content-neutral or context-free way. Their second challenge, which assumes the importance content for transformative learning, is to educators as practitioners. The editors argue that transformative learning requires new educational practices consistent with the content. Arts-based research and arts-based teaching/learning practices are one example of such new educational practices. Education for the soul, or spiritual practices such as meditation or modified martial arts or indigenous peoples' forms of teaching/learning, is another example. Each article in the collection presents a possible model of these new practices.

• adult education
• curriculum
• education
• Locat
• universe

• Ontario Institute for Studies in Education, University of Toronto, Canada

  Edmund O’Sullivan, Mary Ann O’Connor

• Department of Adult Education, Community Development and Counseling Psychology, Ontario Institute for Studies in Education of the University of Toronto, Canada

  Amish Morrell

EDMUND V. O'SULLIVAN is the Director of the Transformative Learning Centre, Ontario Institute for Studies in Education, at the University of Toronto.

AMISH MORRELL is a doctoral candidate, OISE, University of Toronto.

MARY ANN O'CONNOR is a doctoral candidate, OISE, University of Toronto.

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