What “form” transforms? A constructive-developmental approach to transformative learning

By R. Kegan. 2009

685 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a629224ffb3c0ce4a8a39c147f73a5623d707a7a

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In Clinical Psychology

In Education

Citations in the corpus

Transformative Learning as a Metatheory (2016, methodology): “Kegan (2000), for instance, applied his model of cognitive development to transformative learning theory.”
Teaching with the brain in mind (2008, background): “Adults who develop these more complex capacities are also likely to respond more effectively to what Kegan (1994, 2000) describes as the demands of modernity.”
Using Wenger’s Communities of Practice to Explore a New Teacher Cohort (2011, background): “Session content is planned and led by a pair of experienced educators, called cofacilitators, according to the BTP curricular framework, which is based on adult learning (Knowles, 1980), constructivist developmental (Kegan, 2000), and transformative learning (Mezirow & Associates, 2000) theories.”
Self-directed learning: A fundamental competence in a rapidly changing world (2019, background): “Kegan’s (2009) constructive-developmental theory proposes that over time the ways in which we understand and construct experience can become more complex.”
Teacher Transformation in the National Writing Project (2008, background): “But whereas for Mezirow this assessment in itself leads to tentative role experimentation and eventually changed actions, I will argue that in this study, bound into such assessments were critical moments of reframing, amounting to the epistemological shifts described by Kegan (2000).”
Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach (2018, background): “Transformative learning can be contrasted against informative learning [71], which concerns how valuable new content is brought into the existing form of our way of knowing.”