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Conclusions, Comparisons and Directions for Future Study

  • Alexis Kokkos
  • Fergal Finnegan
  • Ted Fleming
Chapter

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.

References

  1. 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.Google Scholar
  2. 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.CrossRefGoogle Scholar
  3. Gunnlaugson, O. (2008). Metatheoretical prospects for the field of transformative learning. Journal of Transformative Education, 6, 124–135.CrossRefGoogle Scholar
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  5. 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.CrossRefGoogle Scholar
  6. 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.Google Scholar
  7. 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.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Alexis Kokkos
    • 1
  • Fergal Finnegan
    • 2
  • Ted Fleming
    • 3
  1. 1.Hellenic Open UniversityAthensGreece
  2. 2.The Department of Adult and Community EducationMaynooth UniversityMaynoothIreland
  3. 3.Teachers College, Columbia UniversityNew YorkUSA

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