Transformative Learning Theory and Spirituality:

Abstract

Spirituality is gaining popularity within academics as discussions regarding the importance of spirituality within leadership and education increases. A biblical anthropology embraces human nature as physical, emotional, cognitive, and spiritual with recognition that adults are capable of learning within each of those realms. Embrac-ing humans are spiritual beings necessitates the inclusion of spirituality in discussions related to how humans come to know. Mezirow's transformative learning theory provides an understanding the nature of adult learning and serves as the foundation upon which to build a whole-person approach to adult learning that includes spiri-tuality. Defining spirituality as the quest for life-meaning and self-awareness for a higher purpose demonstrated through efforts to achieve the common good for all, offers a working definition by which to establish learning goals. Creating learning strategies that touch the human spirit allows educators greater opportunities for trans-formative learning to occur. Mezirow's dialogue concerning adult transfor-mative learning theory continues to spark discus-sion regarding how adults learn. For Mezirow, learning involves adult learners engaging in critical reflection concerning their existing frames of refer-ence (Mezirow & Associates, 2000). This internal dialogue allows adult learners the opportunity to examine assumptions and beliefs to determine their validity in light of new information. In addition to critical reflection, transformative learning theory recognizes the importance of reflective discourse with others. Merriam (2004) observed that critical reflection requires a higher level of cognitive de-velopment than many adults ever achieve resulting in a call to " expand the theory of transformational learning to include more 'connected,' affective, and intuitive dimensions on an equal footing with cognitive and rational components " (p. 66-67). In agreement, Mezirow (2004) acknowledged the need " to elaborate on the crucially important roles and relationships of affective, intuitive, and imaginative dimensions " of transformative learning (p. 70). Others have joined the conversation regarding various dimensions and approaches to transfor-mative learning theory. Baumgartner (2001) de-scribed four approaches that theorists and interpret-ers employ with regard to transformative learning theory including Freire's emancipatory approach, Mezirow's cognitive-rational approach, Daloz's developmental approach, and Dirkx and Healy's spiritual approach. Each of these approaches of-fers insight into transformative learning; however,