Abstract

The present study lays the foundations for an integrated theory of transformative learning. Traditionally, theory and research in adult education have examined learning as a purely cognitive process. However, recent studies have shifted emphasis onto more holistic approaches, perceiving the individual as a whole, consisting of mind, body and spirit. Through thorough review of relevant studies, the present paper seeks to point out that transformative theories of learning have traditionally over-relied on rational and cognitive processes in describing perspective transformation, while it makes the assumption that for transformative learning to take place, cognitive, physical, emotional, and spiritual dimensions are closely interrelated. When we come to knowing and learning, linear and fragmented approaches cannot account for the perplexity of the human being, consisting of mind, body and spirit, and therefore all these parameters should be attended to.

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