ABSTRACT
The concept of transformative learning was introduced in the field of adult education in 1978 in an article 'Perspective Transformation', published in the American journal Adult Education Quarterly. A major emphasis of critics of transformation theory has been its de-emphasis of social action. Edmund O'Sullivan et al.'s identification of transformative learning with movement toward the realisation of a bold conception of a new cosmology moves well beyond the political focus of critical pedagogy. Constructivist developmental psychologists believe that development involves movement through a predictable sequence of 'forms' culminating in the development of the adult capacity, and in some adult learners, the ability and disposition to engage in the transformative processes of critical self-reflection and reflective judgement through discourse. Patricia Cranton interprets Jung's theory of psychological type to integrate his concepts with those of transformative learning theory in adult education. Learners' psychological predispositions form one kind of habit of mind.
