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Journal articles on the topic 'Transformativ education'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Bae, Young-Ju. "[대학의 평생교육체제지원 사업](LiFE)과 대학의 평생교육적 체제 전환". Korean Association for Adult and Continuing Education 12, № 2 (2021): 63–84. http://dx.doi.org/10.20512/kjace.2021.6.30.63.

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Muttaqin, Zaenal, and Deasy Silvya Sari. "DESIGN THINKING MODEL BISNIS BERKELANJUTAN PADA KAWASAN PENDIDIKAN JATINANGOR DALAM ERA MASYARAKAT EKONOMI ASEAN." AdBispreneur 2, no. 3 (2018): 243. http://dx.doi.org/10.24198/adbispreneur.v2i3.16492.

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ABSTRACTJatinangor is designed to be a strategic education in West Java Province. In its development, Jatinangor become a business center with a diversity of entrepreneurial types, which is primarily intended for the provision of facilities and infrastructure of students in order to support their education process. Uniquely, business aspects that are not directly connected with the education also took part in developing, ranging from culinary, online games, pulses, and even travel. This development shows a transformation in the education area. The ongoing transformation needs to be constructed

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Torales Decoud, Oscar Ariel. "Educación, transformación y emprendedurismo en Paraguay." Revista científica en ciencias sociales 3, no. 2 (2021): 7–8. http://dx.doi.org/10.53732/rccsociales/03.02.2021.7.

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Yazdani, Naveed, Hassan Sohaib Murad, and Aleena Shuja. "Wholistic Management Education (WME): Theorizing the Contextualized Applicability of Transformative Learning in Management Education Discourse." Sukkur IBA Journal of Management and Business 4, no. 1 (2017): 42. http://dx.doi.org/10.30537/sijmb.v4i1.103.

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Traditional management education discourse is in crisis. It does not prepare students to face real world complexities and challenges because it is devoid of context and historicity and localness. It focuses narrowly on the means and not ends of managing and organizing. To address these glaring and gaping fissures between concepts and reality. This paper utilizes Mezirow’s theory of transformative learning approach in management education so that the future managers are on course for individual transformation. Later developments in the transformative learning theory connecting it with extra-rat

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hefni, hefni. "Vocational Education Transformation Toward Maturity and Business Motivation." mamangan 8, no. 1 (2019): 1–7. http://dx.doi.org/10.22202/mamangan.4155.

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Wittmann, Eveline, and Ulrike Weyland. "Berufliche Bildung im Kontext der digitalen Transformation." Zeitschrift für Berufsund Wirtschaftspädagogik 116, no. 2 (2020): 269. http://dx.doi.org/10.25162/zbw-2020-0012.

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Babacan, Alperhan, and Hurriyet Babacan. "A transformative approach to work integrated learning in legal education." Education + Training 57, no. 2 (2015): 170–83. http://dx.doi.org/10.1108/et-07-2013-0098.

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Purpose – The purpose of this paper is to discuss the current context, scope and problems in the provision of work-integrated learning (WIL) in legal education and how the adoption transformative pedagogies in WIL which is offered in legal education can foster personal and social transformation in addition to enhancing lawyering skills. The paper draws on learning from Australia, England and the USA. Design/methodology/approach – The backdrop of this conceptual paper is WIL and transformative education. The text begins with a critique of existing WIL frameworks and practices in legal education

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Lange, Elizabeth A. "Transforming Transformative Education Through Ontologies of Relationality." Journal of Transformative Education 16, no. 4 (2018): 280–301. http://dx.doi.org/10.1177/1541344618786452.

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It has been charged that transformative learning theory is stagnating; however, theoretical insights from relational ontologies offer significant possibilities for revitalizing the field. Quantum physics has led to a deep revision in our understanding of the universe moving away from the materialism and mechanism of classical physics. Some scientists observe that this shifting view of reality is catalyzing a profound cultural transformation. They have also noted significant intersections between the New Science and North American Indigenous philosophies as well as Eastern mysticism, all relati

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Hodge, Steven. "Transformative Learning for Knowledge: From Meaning Perspectives to Threshold Concepts." Journal of Transformative Education 17, no. 2 (2018): 133–53. http://dx.doi.org/10.1177/1541344618770030.

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Mainstream transformative learning emphasizes personally significant learning and liberation from limited ways of being in the world. Reflecting humanistic and emancipatory philosophical commitments, this emphasis can make it difficult to appreciate the transformative potential of learning for and by knowledge, a type of transformation adults can experience in the process of learning occupations and disciplines. The analysis presented in this article is prompted by a small, qualitative study of transformative learning that highlights the role occupational knowledge can play in triggering and b

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Pransiska, Toni. "PENDIDIKAN ISLAM TRANSFORMATIF SYEIKH NAWAWI AL-BANTANI: UPAYA MEWUJUDKAN GENERASI RELIGIUS-SAINTIFIK." Jurnal Ilmiah Didaktika 18, no. 2 (2018): 172. http://dx.doi.org/10.22373/jid.v18i2.3241.

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This article tries to explore the new paradigms of Islamic education. Islamic education transformative on Syekh Nawawi’s perspektive can be an alternative solution to the problems of the state and education in particular. In fact, Islamic educational transformative is the accumulation of the process of transfer of knowledge, transfer of values, transfer of methodology and transformation. Integration of religion sciences (‘ulumuddin) and natural sciences or humanities sciences is a priority in Islamic education transformative. There is no dichotomy and scientific specialization. Ultimately, thr

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Rocks, Eddie, and Peter Lavender. "Exploring transformative journeys through a higher education programme in a further education college." Education + Training 60, no. 6 (2018): 584–95. http://dx.doi.org/10.1108/et-02-2018-0047.

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Purpose The purpose of this paper is to understand the experiences of students undertaking higher education in a further education setting in the UK. Since the 1960s, there has been a policy commitment in the UK to widen participation in education to social groups previously under-represented (Thompson, 2000; Burke, 2012). The consequence is a discourse in which it is argued that higher education has been “dumbed down” to include non-traditional students frequently ill-prepared for academic challenges (Haggis, 2006). This research explored an alternative discourse, proposing that education sho

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Gurung, Sikha. "Transformation Through Transformative Education: From an Egg to a New Butterfly." Journal of Education and Research 7, no. 2 (2018): 70–73. http://dx.doi.org/10.3126/jer.v7i2.21248.

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This reflective note is a response to the first international Conference on Transformative Education Research and Sustainable Development that took place in Dhulikhel, Nepal, in October 2016. In this reflective note, I begin by pondering on what makes a novice academic creative and transformative. Then, I deal with the conference atmosphere, contemplate how it connects close to my heart, and finally conclude with my realisation of transformation inside. I particularly reflect on my experiences of being a volunteer to help the scholars from various parts of the world; a rapporteur to witness va

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Ahmed, Manzoor. "Education as Transformation – Education for transformation." Development 53, no. 4 (2010): 511–17. http://dx.doi.org/10.1057/dev.2010.70.

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Brown, Eleanor J. "Fair-Minded Critical Thinking in Development Education: Reflections on pedagogies for transformation." International Journal of Development Education and Global Learning 6, no. 1 (2014): 5–25. http://dx.doi.org/10.18546/ijdegl.06.1.02.

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This article discusses research with development education practitioners in Britain and Spain, to explore their conceptions of pedagogical approaches to development education and how these relate to transformative learning theory. Development education is a process designed to generate informed action, which implies the objective of transformation through learning. By considering two key concepts of transformative learning theory – critical reflection and dialogue – the aim of this article is to analyse how practitioners understand and facilitate these through development education.

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Kovacs, Helena. "Change, Challenge, Transformation: A Qualitative Inquiry into Transformative Teacher Learning." Center for Educational Policy Studies Journal 8, no. 3 (2018): 99. http://dx.doi.org/10.26529/cepsj.510.

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In its essence, transformative learning is a dynamic and ever-emerging process, according to the core literature that deals with it. As such, when examined from the perspective of teacher professional development, transformative learning ceases being solely related to an individual and becomes a composition within which the individual creates and expands forms that need change. Thus, teacher learning that focuses only on new technology, methodology, and classroom management remains informative and valuable, but without a transformative character. This paper explores the underpinning principles

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McWhinney, Will, and Laura Markos. "Transformative Education." Journal of Transformative Education 1, no. 1 (2003): 16–37. http://dx.doi.org/10.1177/1541344603252098.

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Boyd, Robert D., and J. Gordon Myers. "Transformative education." International Journal of Lifelong Education 7, no. 4 (1988): 261–84. http://dx.doi.org/10.1080/0260137880070403.

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Paul, L. A., and John Quiggin. "Transformative Education." Educational Theory 70, no. 5 (2020): 561–79. http://dx.doi.org/10.1111/edth.12444.

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Nasukah, Binti, and Endah Winarti. "Teori Transformasi dan Implikasinya pada Pengelolaan Lembaga Pendidikan Islam." Southeast Asian Journal of Islamic Education Management 2, no. 2 (2021): 177–90. http://dx.doi.org/10.21154/sajiem.v2i2.43.

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The purpose of articles is to discuss the emergence of the theory of transformation in education, and its implication for Islamic educational management. Departing from the challenges and demands of the need to generating heredity who are creative, innovative, productive and able to contribute to building society, to form a better world civilization, the administration of education requires a new perspective — that is, a transformative perspective. Using this type of literature review research, it was found that the transformative perspective in education was introduced by Mezirow in his theor

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Bartoš, Přemysl, Ashiqur Rahman, Josef Horák, and Helena Jáčová. "Education and Entrepreneurship in the SME Segment in Economic Transformation." ECONOMICS & SOCIOLOGY 8, no. 2 (2015): 227–39. http://dx.doi.org/10.14254/2071-789x.2015/8-2/16.

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Mandal, Ranjit Kumar. "India Foundation for Education Transformation: Its Service to the Society." Journal of Advanced Research in English and Education 05, no. 03 (2021): 9–11. http://dx.doi.org/10.24321/2456.4370.202011.

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Skill is the most important component in education which makes a person capable of earning his or her livelihood. The system of education takes care of the development of school skills among the children in the schools. But the spread of pandemic Covid-19 has drastically disrupted every aspects of human life including education and impacted the skill development process has also been impacted. It has created an unprecedented test on education. Outbreak of COVID-19 has impacted more than 120 crores of students and youths across the planet. In India, more than 32 crores of students have been aff

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Meerts-Brandsma, Lisa, and Jim Sibthorp. "Considering Transformative Learning for Adolescents Enrolled at Semester Schools." Journal of Transformative Education 19, no. 1 (2020): 7–28. http://dx.doi.org/10.1177/1541344620936779.

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This study examines semester schools, which have elements associated with transformative learning, and an adolescent population, where transformative learning has less commonly been studied. We administered the Learning Activities Survey pre/post semester ( n = 173) and followed the survey with semistructured interviews ( n = 30) to assess whether students experienced Mezirow’s stages of transformative learning and achieved perspective transformation. Our results suggest that adolescents experience the stages of transformative learning more frequently at semester schools than at their originat

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Peer, Kimberly S. "Perspective Transformation: A Mechanism to Assist in the Acceptance of Contemporary Education Reform in Athletic Training." Athletic Training Education Journal 12, no. 2 (2017): 73–80. http://dx.doi.org/10.4085/120273.

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Context: Athletic training education is experiencing major reform. As professionals consider the implications of these initiatives, the perspective transformation approach to change processes and future impact provides a viable model for all constituents. Objectives: Transformative learning is used as a construct for framing perspective transformation. The purposes of this commentary are to contextualize athletic training education reform through perspective transformation as a mechanism for understanding and to facilitate acceptance of the transition process through the use of learning theory

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Lang-Wojtasik, Gregor. "Transformative cosmopolitan education and Gandhi's relevance today." International Journal of Development Education and Global Learning 10, no. 1 (2018): 72–89. http://dx.doi.org/10.18546/ijdegl.10.1.06.

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The understanding of transformative education in this article is based on the principles and practice of global learning. Globalization is understood as a transformative process creating challenges for society, human beings and education. Global learning, framed within sustainability and justice, is understood as a way of handling the transformative challenges of a world society. It is embedded in processes of European history. In this way, it is possible to see global learning as world societal literacy that goes beyond reading and writing, and to understand it as another level of enlightenme

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Renigere, Ruta. "Transformative Learning in the Discipline of Nursing." American Journal of Educational Research 2, no. 12 (2014): 1207–10. http://dx.doi.org/10.12691/education-2-12-12.

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Safari, Parvin. "Proletarianization of English Language Teaching: Iranian EFL teachers and their alternative role as transformative intellectuals." Policy Futures in Education 15, no. 1 (2016): 74–99. http://dx.doi.org/10.1177/1478210316681203.

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In the field of English Language Teaching (ELT), attention has been shifted toward the alternative role of teachers as transformative intellectuals whereby transformation in teaching occurs from control and technical operations to criticism and intellectual reflection. This role enables teachers to focus on marginalized students’ lived experiences and worlds to transform them into active and critical citizens who are emancipated to develop their voices and question the status quo. Through critically examining the learning milieu that maintains injustice and inequality, students struggle to con

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Goncharova, A. "ВОСПИТАНИЕ В ПРОФЕССИОНАЛЬНОМ ОБРАЗОВАНИИ Воспитание в профессиональном образовании Германии: роль педагога". Vocational education and labor market, № 2(45) (4 червня 2021): 66–78. http://dx.doi.org/10.52944/port.2021.45.2.005.

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Educators involved in the implementation of vocational education and training (VET) are key actors ensuring its quality. This article focuses on professional responsibility of educators in the German VET system. More specifically, it concentrates on their task to educate. The explicit and implicit embedment of the educational task of vocational school teachers and company trainers in normative and regulatory framework of dual VET is explored. Further, the article addresses the development of the educational task of VET educators over the time. It is shown that in the course of the last decades

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Nadlir, M. "PENDIDIKAN MULTIKULTURAL PERSPEKTIF SAID AGIL HUSIN AL-MUNAWAR." Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) 1, no. 1 (2016): 61. http://dx.doi.org/10.15642/jpai.2013.1.1.61-77.

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<p>BAHASA INDONESIA:</p><p>Tulisan ini memaparkan pemikiran pendidikan multikultural menurut Said Agil Husin Al-Munawar. Dalam perspektif Said Agil Husin Al-Munawar, pendidikan multikultural di Indonesia dianggap sebagai sesuatu yang relatif baru di tengah masyarakat Indonesia yang heterogen. Menurut SAH Al-Munawar, agar siswa memiliki pribadi yang aktif dan kepekaan sosial yang tinggi terkait dengan kondisi multikultural, maka pendidikan multikultural di Indonesia dapat mencakup tiga hal jenis transformasi, yakni: 1. Transformasi diri; 2. Transformasi sekolah dan proses bela

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Nadlir, M. "PENDIDIKAN MULTIKULTURAL PERSPEKTIF SAID AGIL HUSIN AL-MUNAWAR." Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) 1, no. 1 (2016): 61. http://dx.doi.org/10.15642/pai.2013.1.1.61-77.

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<p>BAHASA INDONESIA:</p><p>Tulisan ini memaparkan pemikiran pendidikan multikultural menurut Said Agil Husin Al-Munawar. Dalam perspektif Said Agil Husin Al-Munawar, pendidikan multikultural di Indonesia dianggap sebagai sesuatu yang relatif baru di tengah masyarakat Indonesia yang heterogen. Menurut SAH Al-Munawar, agar siswa memiliki pribadi yang aktif dan kepekaan sosial yang tinggi terkait dengan kondisi multikultural, maka pendidikan multikultural di Indonesia dapat mencakup tiga hal jenis transformasi, yakni: 1. Transformasi diri; 2. Transformasi sekolah dan proses bela

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WEBB, REBECCA, and PERPETUA KIRBY. "Modelling Transformative Education." FORUM 61, no. 1 (2019): 89. http://dx.doi.org/10.15730/forum.2019.61.1.89.

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Ferrer, Jorge N., Marina T. Romero, and Ramon V. Albareda. "Integral Transformative Education." Journal of Transformative Education 3, no. 4 (2005): 306–30. http://dx.doi.org/10.1177/1541344605279175.

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Glisczinski, Daniel J. "Transformative Higher Education." Journal of Transformative Education 5, no. 4 (2007): 317–28. http://dx.doi.org/10.1177/1541344607312838.

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Hart, Tobin. "Transforming Transformative Education?" Journal of Transformative Education 13, no. 4 (2015): 287–89. http://dx.doi.org/10.1177/1541344615606537.

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Adkisson, Anthony C., and Catherine H. Monaghan. "Transformative Vocational Education." International Journal of Adult Vocational Education and Technology 5, no. 1 (2014): 23–34. http://dx.doi.org/10.4018/ijavet.2014010103.

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How our culture thinks about particular events as linear, normal, and expected does not always fit with the experiences of every learner, particularly underserved urban adult learners. As adult educators in this context, are there ways we might improve or change our pedagogy of instruction by developing a better understanding of transitional life moments for vocational learners. What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches learning for underserved adult learners transitioning into a vocational

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Pantan, Frans, Purim Marbun, and Syanti D. Mulia. "Model Pembelajaran Berpusat pada Kristus untuk Transformasi Bangsa: Studi Deskriptif di Sekolah Cahaya Cemerlang." SIKIP: Jurnal Pendidikan Agama Kristen 2, no. 1 (2021): 26–33. http://dx.doi.org/10.52220/sikip.v2i1.76.

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Christian education in Indonesia has not fully taken the role of educating the young generation to know God's will, changing its paradigm, and pursuing change, personal, group, and national reform. Sekolah Cahaya Cemerlang (SCC) is a Christian educational institution that was built in order to take on a role and fulfill its vocation, with the aim of raising the next generation of leaders who bring transformation to the Indonesian nation. The research focus in this qualitative descriptive study is to describe a Christ-centred learning model at SCC in terms of policy principles, objectives, curr

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Tambunan, Elia. "PENDIDIKAN PROGRESIF DAN KAUM URBAN: MENCARI WAJAH BARU KONTRIBUSI SOSIAL." EDULEAD: Journal of Christian Education and Leadership 1, no. 1 (2020): 56–76. http://dx.doi.org/10.47530/edulead.v1i1.27.

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Abstraksi Tulisan ini menunjukkan kontribusi sosial Pendidikan kaum urban dengan mengambil contoh Jungle School Salatiga. Dengan meneliti sejumlah literatur tentang pembelajaran transformatif bagi orang dewasa, data empiris terlihat bagaimana STT sebaiknya memperlihatkan aspek dan karakter sosial dalam proses dan lulusan. Kontribusi teoritis tulisan ini memperluas teori pembelajaran transformatif menjadi pendidikan progresif yang memiliki kebermanfaatan. Sedangkan praktisnya ialah praksis pendidikan urban yang dikelola lulusan hadir dalam paradox Jawa Tengah, dilema modernisasi dan urban

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Karpov, Aleksandr Olegovich. "Knowledge transformation and educational recursion." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2015): 33–57. http://dx.doi.org/10.51314/2073-2635-2015-1-33-57.

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The idea of knowledge transformation in the process of open education leads to the concept of the “transformative curriculum”, which implies the ability of the curriculum to rebuild its structure and informative activity patterns with due regard for the current generative assessment of a student. The transformative curriculum is regarded as an open self-reorganizing cognitive system. The concept of transformative limits (inflexibilities) of a curriculum has been brought in. For the recursive curriculum as a particular case of the transformative one, the recursive system structures and the curr

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Chang, Ching-Wen. "The Mandala Model of Transformative Learning." Journal of Transformative Education 19, no. 3 (2021): 218–40. http://dx.doi.org/10.1177/1541344620986541.

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Transformative learning theory has provided a sound theoretical base for adult education’s Western and Eastern academic field. This article aims to introduce the mandala model of transformative learning by transferring Mezirow’s theory of perspective transformation onto a mandala map. In the mandala model, the learning agent exercises two capabilities—knowledgeability and reflexivity—to solve and pose problems in learning contexts. The learners accomplish the circle of transformative learning through the four phases of acquiring knowledge, taking actions to praxes, and generating wisdom; they

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Ali, Mohamad, and Ma'arif Jamuin. "GAGASAN MOESLIM ABDURRAHMAN TENTANG PENDIDIKAN ISLAM TRANSFORMATIF Moeslim Abdurrahman’s Ideas About Transformative Islamic Education." Jurnal SMART (Studi Masyarakat, Religi, dan Tradisi) 3, no. 2 (2017): 169–80. http://dx.doi.org/10.18784/smart.v3i2.487.

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Vindača, Olga. "TRANSFORMATIVE DIGITAL LEARNING IN THE CONTEXT OF HIGHER EDUCATION: COMPARISON OF TRADITIONAL AND TRANSFORMATIVE CONCEPTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 691. http://dx.doi.org/10.17770/sie2020vol4.4994.

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The topicality of the research problem is connected with transformative digital learning (TDL) in the context of higher education. The presence of technology in educational processes leads to a significant restructuring of the learning environment, promoting deep, strategic and personalized learning in lecturer-student collaborative teams, incorporating effective technology learning methods and learning to be based on new experiences and values creation. This article will review the issue of learning process in higher educational institutions focusing on traditional and transformative learning

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Ageila Ali Elabbar, Dr. "National Libyan Public Education Reform: Entire Transformative Strategies, 2020-2026." American Journal of Educational Research 5, no. 10 (2017): 1044–57. http://dx.doi.org/10.12691/education-5-10-6.

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Lavrysh, Yuliana. "Transformative Learning as a Factor of Lifelong Learning by the Example of Vocational Education in Canada." Comparative Professional Pedagogy 5, no. 4 (2015): 62–67. http://dx.doi.org/10.1515/rpp-2015-0067.

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Abstract The characteristics of transformative learning as a factor of life-long learning have been presented in the article. The paper offers analysis of foreign theorists and practitioners’ views on transformative learning at Canadian universities. A special attention has been paid to the exploration of transformative learning methods and techniques implemented during vocational training at universities. The analysis of theoretical background evidences that the transformative learning concept is based on the theory of person’s transformations depending on the life experience, cognitive devel

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Walsh, Zack, Jessica Böhme, Brooke D. Lavelle, and Christine Wamsler. "Transformative education: towards a relational, justice-oriented approach to sustainability." International Journal of Sustainability in Higher Education 21, no. 7 (2020): 1587–606. http://dx.doi.org/10.1108/ijshe-05-2020-0176.

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Purpose This paper aims to increase related knowledge across personal, social and ecological dimensions of sustainability and how it can be applied to support transformative learning. Design/methodology/approach The paper provides a reflexive case study of the design, content and impact of a course on eco-justice that integrates relational learning with an equity and justice lens. The reflexive case study provides a critical, exploratory self-assessment, including interviews, group discussions and surveys with key stakeholders and course participants. Findings The results show how relational a

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Syukron, Buyung. "The Contextualization of Islamic Education: Reformulation the Essence and Urgency in the Islamic Educators in Information Transformation Era." Jurnal Pendidikan Islam 6, no. 1 (2017): 123. http://dx.doi.org/10.14421/jpi.2017.61.123-146.

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Abstract Education is the way to prepare the next generation with excellence and competitiveness and Islamic education is no exception. Islamic education, which aims to form the perfect man (insan kamil), is faced with complicated problems of globalization era characterized by the transformation of information. Islam must dominate the quality of education, to be both resistant and flexible with the times. To form a solid Islamic education takes various steps. Reconstruction of the essence and urgency of Islamic education is a way to drown out the dichotomy of science, since all sciences,

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Gorbunova, Lyudmyla. "Transformative Adult Learning: Turn towards a «Holistic Understanding of Subjectivity»." Filosofiya osvity. Philosophy of Education 20, no. 1 (2018): 97–127. http://dx.doi.org/10.31874/2309-1606-2017-20-1-97-127.

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According to the challenges of globalization age and demands of international community to determine the role and content of education in the processes of transformation, internationalization and integration, there are some problems of transformative education for adults both on theoretical and practical plane: what is a nature of "Holistic Subjectivity’s" transformation; which role do rational and extra-rational components of cognitive processes perform; what adequate pedagogical practices should be; what creative potential of individuals is revealed through new semantic horizons.  In t

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Kennan, Mary Anne. "Transformative learning support models in higher education: educating the whole student." Australian Academic & Research Libraries 40, no. 3 (2009): 237–38. http://dx.doi.org/10.1080/00048623.2009.10721410.

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Bainbridge, Alan, and Gaia Del Negro. "An Ecology of Transformative Learning: A Shift From the Ego to the Eco." Journal of Transformative Education 18, no. 1 (2019): 41–58. http://dx.doi.org/10.1177/1541344619864670.

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This article argues that the phenomenon of a genetic/cultural “adaptive-lag” is both the motive for the human predisposition to engage in transformative learning and the origin of anxiety and associated ego-defences that mitigate against the likelihood of transforming epistemic assumptions. Dodds’ (2011) ecopsychoanalytic interpretation of Winnicott’s concept of a holding environment provides the conditions to reduce the impact of ego-defences by containing anxiety and therefore supporting the transformation of epistemic assumptions. Such holding environments are conceived to extend from intim

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Ringsted, Charlotte. "Transformative thinkers needed for transformative postgraduate education." Medical Teacher 36, no. 2 (2014): 95–96. http://dx.doi.org/10.3109/0142159x.2014.872234.

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Rizakhojayeva, G., and N. Ibadullayeva. "Educational Action Research as a Powerful Vehicle for Transformation." Bulletin of the Karaganda University. Pedagogy series 98, no. 2 (2020): 71–79. http://dx.doi.org/10.31489/2020ped2/71-79.

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Biasin, Chiara. "Transformative Learning: Evolutions of the adult learning theory." Phronesis 7, no. 3 (2018): 5–17. http://dx.doi.org/10.7202/1054404ar.

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This paper investigates how Transformative Learning has developed as the dominant theory in adult learning and education. The goals are to analyze the progressive self-sufficiency of the Theory from its discoverer and to examine its expansion as a mainstream in the field. The hypothesis is that the massive spread of the theory of Transformative Learning is due to its appeal as a master key to transformation. This has allowed the ‘autonomous’ development from Mezirow itself and the vast diffusion to the great detriment of conceptual coherence. The research questions are: How did Transformative

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