Conceptualizing and Enabling Transformative Learning Through Relational Onto-Epistemology: Theory U and the u.lab Experience

Abstract

The article puts forward Theory U as a framework for developing a more holistic and embodied understanding and approach to the practice and conceptualization of transformative learning. It argues that Theory U’s relational onto-epistemology, which emphasizes the collective nature of knowledge creation and transformation, provides a compelling schema for learners to engage and integrate the cognitive, emotional, relational and spiritual dimensions of their personal and professional development, as well as their role in broader societal change. Using the case study of u.lab, an educational program based on Theory U, the article identifies key practices, tools and interactions that served to enable transformative learning. It also highlights the potential of relational onto-epistemological frameworks such as that of Theory U to guide the development of a more holistic conceptualization of transformative learning, one that encompasses aspects and experiences of transformation beyond rational-cognitive processes and beyond dualistic understandings of the world around us.