ABSTRACT
A growing number of authors representing many forms of education-including adult education, moral education, citizenship education, character education, holistic education, religious education, environmental education, and antiracist education-include among their aims the transformation of how we perceive the world and act within it. As O’Sullivan, Morrell, and O’Connor (2002) note, “Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift in consciousness that dramatically and permanently alters our way of being in the world” (p. xvii). This desire for transformative learning very often reflects a belief that, individually and collectively, we need a radical change of heart and mind to respond adequately to the social, political, economic, environmental, moral, and/or spiritual crises that (depending upon location/perspective) are seen to be either looming on the horizon or already unravelling the fabric of life.1
