ABSTRACT
Constructive-developmental theory invites those with an interest in transformational learning to consider that a form of knowing always consists of a relationship or temporary equilibrium between the subject and the object in one's knowing. Transformational kinds of learning need to be more clearly distinguished from informational kinds of learning, and each needs to be recognized as valuable in any learning activity, discipline, or field. As all good teachers know, every student comes with a "learning past" that is an important part of his or her present and future learning. Important features of this past – for adult learners especially, and their teachers – include the history of their relationship to the subject at hand and the history of their personal disposition toward the enterprise of learning itself. But for the adult educator with an interest in supporting transformative learning, an important and often overlooked feature of their students' learning pasts is their history of prior transformations.
