ABSTRACT
In the previous parts transformative learning and identity have been dealt with mainly on a conceptual level, including what these concepts comprise, what they mean and address, and in which connections they are used. In the rest of this book I shall, however, go further, partly by a closer linking of the two concepts, partly by relating them to various connections and fields of practice to which they are of importance. First, I shall in this chapter consider the two concepts in relation to the different main stages of childhood, youth, adulthood and mature adulthood — which are the same stages of life that I have referred to and explained in my book, How We Learn (Illeris 2007 [2006]).
