Abstract
In this Chapter, through a content analysis of the previous ones, we put forward reflections on the research questions that have been presented in the Introduction: What is the European perspective regarding transformative learning theory and more specifically Mezirow’s view? How is this perspective similar or different to that of our American colleagues? We outline new theoretical perspectives, the relation between theory and educational practice, as well as opportunities for future development of transformative learning that emerge from the previous Chapters.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Cranton, P., & Taylor, E. W. (2012). Transformative learning theory: Seeking a more unified theory. In E. W. Taylor & P. Cranton (Eds.), The Handbook of transformative learning: Theory, research and practice (pp. 3–20). San Francisco: Jossey-Bass.
Dirkx, J. (2012). Self-formation and transformative learning: A response to “Calling transformative learning into question: Some mutinous thoughts,” by Michael Newman. Adult Education Quarterly, 62(4), 399–405.
Gunnlaugson, O. (2008). Metatheoretical prospects for the field of transformative learning. Journal of Transformative Education, 6, 124–135.
Illeris, K. (2014). Transformative learning and identity. Oxford: Routledge.
Mezirow, J., Dirkx, J., & Cranton, P. (2006). Musings and reflections in the meaning, context, and process of transformative learning: A dialogue between John M. Dirkx and Jack Mezirow. Journal of Transformative Education, 4, 123–139.
Tisdell, E. J. (2012). Themes and variations of transformational learning: Interdisciplinary perspectives on forms that transform. In E. W. Taylor & P. Cranton (Eds.), The Handbook of transformative learning: Theory, research and practice (pp. 21–36). San Francisco: Jossey-Bass.
Yorks, L., & Kasl, E. (2002). Toward a theory and practice for whole-person learning: Reconceptualizing experience and the role of affect. Adult Education Quarterly, 52(3), 176–192.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Kokkos, A., Finnegan, F., Fleming, T. (2019). Conclusions, Comparisons and Directions for Future Study. In: Fleming, T., Kokkos, A., Finnegan, F. (eds) European Perspectives on Transformation Theory. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-19159-7_17
Download citation
DOI: https://doi.org/10.1007/978-3-030-19159-7_17
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-19158-0
Online ISBN: 978-3-030-19159-7
eBook Packages: EducationEducation (R0)