Emerging Dimensions in Transformative Learning: New Insights in Research and Practice for Adult Educators

Author(s): Hussayn Umar Idris PhD, Department of Educational Foundations, Faculty of Education, University of Jos; Garba M Tofa PhD, Department of Adult Education and Extension Services, Faculty of Education, Bayero University, Kano, Kano City; Abiodun Deborah Yetunde PhD, Department of Educational Foundation, Faculty of Education, University of Jos

This paper discusses the continued relevance of transformative learning theory over time coupled with the emerging dimensions of new insights through which are re-invented the theory of transformative learning, this reinvention provides justification enough for a review by the authors, owing to transformation’s ability to radically alter in a positive way the life of adults in a post pandemic era. Inequalities across the globe highlighted the fact that efforts have not been placed in proper perspective to address the widening gap between the upper and lower classes, this points to why this theory remains continually relevant. This has made it abundantly necessary to undertake a review of the core contributions of Jack Mezirow’s transformative learning theory. This is followed by a description and discussion of other emerging learning concepts developing out of the transformative learning theory, the most germane are the neurobiological, cultural-spiritual, racecentric, and planetary ideas. Relevant theories that thoroughly review these new concepts are further perused by highlighting their contributions to Adult education and enunciating the possible implications of their implementation to practitioners in the field as the attempt to foster learning amongst adults.

Keywords: Transformative Learning, Adult Education, Post-Pandemic, Teaching