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When the Bottom Falls Out of the Bucket
Toward A Holistic Perspective on Transformative Learning
Patricia Cranton
St. Francis Xavier University
Merv Roy
Athabasca University
Transformative learning theory has been fragmented in a variety of ways. There has been debate between those who view it as a cognitive, rational process and those who prefer an imaginative, extrarational interpretation. Some scholars emphasize the affective component of the journey; some see social action as preceding individual change. Perspectives such as those from depth psychology and humanism have much to contribute to transformative learning theory. What we attempt to do in this article is to bring together some of the various perspectives on transformative learning and integrate them through the concepts of individuation and authenticity. We hope that this initiative will lead other theorists and writers to continue to contemplate how we can build a holistic perspective of transformative learning theory.
Key Words: transformative learning • authenticity • individuation • holistic transformative learning
Journal of Transformative Education, Vol. 1, No. 2,
86-98 (2003)
DOI: 10.1177/1541344603001002002
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