ABSTRACT
In learning theory there has often been made a fundamental distinction between learning as addition — where something new is added to something that has already been acquired — and learning as change — where the meaning, understanding or condition of something already acquired is changed, often at the same time as something new is added (cf. Illeris 2007, Chapter 4). Seen in this context the term ‘transformative learning’ directly implies a kind of learning as change: to ‘transform’ something is to change or reshape it. So to provide a broader background for the understanding of transformative learning I shall in this chapter deal with a number of other approaches to learning as change that have been developed throughout the years. The various approaches will be taken up in the chronological order in which they have been launched and will subsequently be discussed in relation to each other in Chapter 4.
