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Journal of Transformative Education
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Toward Integrally Informed Theories of Transformative Learning

Olen Gunnlaugson

University of British Columbia

This article investigates possibilities for advancing beyond the shortcomings of deconstructive postmodern perspectives shaping transformative learning (TL) theory. The author introduces Ken Wilber's integral metatheory and explores four recommendations to inspire future "integrally informed" theories of TL. Intending to supplement existing integrative, holistic, and integral perspectives within the literature, this article also raises a number of questions to invite other scholar-practitioners to contemplate how we might proceed with building frameworks of TL theory that are more comprehensive, balanced, and inclusive.

Key Words: transformative learning • integrally informed • integral theory integrative • postmodernism

Journal of Transformative Education, Vol. 3, No. 4, 331-353 (2005)
DOI: 10.1177/1541344605278671
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This article has been cited by other articles:


Home page
 Journal of Transformative EducationHome page
P. Jones
Teaching for Change in Social Work: A Discipline-Based Argument for the Use of Transformative Approaches to Teaching and Learning
Journal of Transformative Education, January 1, 2009; 7(1): 8 - 25.
[Abstract] [PDF]

Home page
 Journal of Transformative EducationHome page
O. Gunnlaugson
Metatheoretical Prospects for the Field of Transformative Learning
Journal of Transformative Education, April 1, 2008; 6(2): 124 - 135.
[Abstract] [PDF]