Overview
- Authors:
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Michael Kroth
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University of Idaho Boise, USA
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Patricia Cranton
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University of New Brunswick, Canada
- Stories of Transformative Learning includes ten stories of personal transformation that will engage, inform, and inspire adult educators and adult learners.
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Table of contents (10 chapters)
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- Michael Kroth, Patricia Cranton
Pages 1-12
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- Michael Kroth, Patricia Cranton
Pages 13-23
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- Michael Kroth, Patricia Cranton
Pages 25-35
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- Michael Kroth, Patricia Cranton
Pages 37-45
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- Michael Kroth, Patricia Cranton
Pages 47-56
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- Michael Kroth, Patricia Cranton
Pages 57-65
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- Michael Kroth, Patricia Cranton
Pages 67-76
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- Michael Kroth, Patricia Cranton
Pages 77-87
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- Michael Kroth, Patricia Cranton
Pages 89-100
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- Michael Kroth, Patricia Cranton
Pages 101-107
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Back Matter
Pages 109-117
About this book
"Stories of Transformative Learning is intended to encourage people to explore the potential for transformative learning in their lives, practices, and communities. This book illustrates the transformative learning process through ten stories of individuals from both inside and outside of the classroom. Adult educators and adult learners will find the book to be personally insightful and professionally useful.
There have been many accounts of transformative learning experiences, but it is not often that we have the opportunity to hear first-hand personal stories of transformative learning. Here, ten stories are told directly by the people who experienced them, with additional commentary from the authors. These stories are intended to resonate with readers and to inspire people to create the conditions where transformative learning can occur in their lives and professional practice.
Storytelling is one way in which both educators and learners can understand the process of transformative learning. Telling stories, reading others’ stories, and contemplating our own stories all help us to become aware of alternative perspectives, a process that is at the heart of critical reflection and critical self-reflection, which is, in turn, central to transformative learning.
We hope to increase readers’ sense of agency and more self-directed, self-fulfilling lives. By demonstrating how others have examined and reconsidered otherwise hidden assumptions that constrained the quality and potential of their lives, we show readers how they may do the same."
Authors and Affiliations
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University of Idaho Boise, USA
Michael Kroth
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University of New Brunswick, Canada
Patricia Cranton
