ABSTRACT
There are at least three ways in which the study of comparative theology can support the contradiction and continuity that are part of transformative learning. First, the study of contemporary comparative theology assumes that knowing is 'whole-sighted', to use Parker Palmer's term. Second, comparative theology generally understands that story is central to religious tradition. Third, the study of comparative theology demands engaging a diverse array of epistemological frameworks. Remember that a key part of transformative learning begins with where learners are and then draws them through contradictions to a community situated in a more complex frame of knowing, providing continuity in Robert Kegan's terms. Kegan offers a particularly useful framework for supporting transformative learning by suggesting that such learning takes place through an ongoing cycle of confirmation, contradiction, and continuity. Confirmation has to do with entering into the meaning-making structures a person currently inhabits.
