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An Extended Epistemology for Transformative Learning Theory and Its Application Through Collaborative Inquiry


by Elizabeth Kasl & Lyle Yorks — January 27, 2002

This paper extends Jack Mezirow's theory about the transformative dimensions of adult learning. Drawing on John Heron's conceptualization of how learning is grounded in feelings and emotion, the authors suggest that transformation be understood as changed habits of being. Collaborative inquiry, a methodology based on an epistemology rooted in experience and dependent on relationship, is presented as an effective strategy for facilitating learning and transformative learning. Three cases of collaborative inquiry projects are presented.


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Cite This Article as: Teachers College Record, Date Published: January 27, 2002
http://www.tcrecord.org ID Number: 10878, Date Accessed: 10/23/2017 11:04:29 AM

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About the Author
  • Elizabeth Kasl
    California Institute of Integral Studies
    E-mail Author
    Elizabeth Kasl is professor in the Transformative Learning Program at the California Institute of Integral Studies. Her work focuses on small group learning, transformative learning, collaborative learning, and pedagogical practices that support these types of learning. Recent publications include "Creating New Habits of Mind in Small Groups," (In J. Mezirow and Associates, Learning as Transformation, 2000, with D. Elias), and "Teams a Learners: A Research-Based Model of Team Learning," (Journal of Applied Behavioral Science, 1997, with V. Marsick and K. Dechant).
  • Lyle Yorks
    Teachers College, Columbia University
    E-mail Author
    Lyle Yorks is associate professor of adult and continuing education at Teachers College, Columbia University where he directs the Adult Education Guided Intensive Study (AEGIS) doctoral program. His research interests include action learning and collaborative inquiry as strategies for fostering adult learning and inquiry, especially as they relate to transformative and organizational learning. Recent publications include "Organizational Learning and Transformation," (J. Mezirow and Associates, Learning as Transformation, 2000, with V. Marsick), and Collaborative Inquiry as a Strategy for Adult Learning, (2000, with Elisabeth Kasl).
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