ABSTRACT
The purpose of this chapter is to present a theoretical model for the engagement with transformative learning theory through the study of classical texts, and specifically of Greek tragedy. Particularly, the use of ancient Greek tragedy as an educational tool will be established, as tragedians were regarded to be the teachers and the adult educators of antiquity. Apart from this, the special characteristics of tragedy that make it essentially a means of transformation are also presented, having as starting point Aristotle’s definition of tragedy in his Poetics. The ultimate goal was catharsis that would be achieved through the reflection on what was presented in the scene and the transformation of false ideas. Having proved the educational and transformational potential of Greek tragedy, the direct connection to Mezirow’s transformative learning theory will be attempted and especially to each one of the ten phases of transformation, e.g. disorienting dilemma, self-examination, critical assessment of assumptions etc.
