ABSTRACT
This chapter aims to respond to the collection as a whole and consider what this might suggest about the current shape and possible future directions of research on transformative learning, especially in terms of the role of theory, as well as take the opportunity to respond to some of the insights and proposals of individual authors. Craftwork, professional reflection and development, teaching, aesthetic experience, social movement learning, and social and philosophical questions are all explored alongside each other. One of the major challenges for scholarship in transformative learning is to support methodological pluralism and blended forms of inquiry yet remain fully rooted in a critical research paradigm that is fully cognisant of limits of positivism. Certainly, as transformative learning has developed the idea of transformation has been overstretched by some in indiscriminate, atheoretical, or even antitheoretical ways to mean any change or transition.
