I think that transformative learning needs to be seen in the context of the changes required in the 21st century, in particular as pertaining to the Sustainable Development Goals.

For me, an interesting hint is that transformative learning should bring contrasting articles on a topic, and ask learners their thoughts and insights on the different elements of each article. It is a part of critical thinking approach. This helps them to question their own understanding and move through the process of learning.

This, further, brings a lot of benefits, like:

• Better problem-solving applications
• Changing habitual perspectives
• Struggling with developmental and reriodical transition problems
• Job and workplace adaptation
• Social education projects

I wanted to bring up the role of policy (could be European, national or regional). How can policy support transformative learning? What is the current situation in your country / region? 

I received this comment from Mary Maher of Dublin Adult Learning Centre (website: www.dalc.ie) which she gave me permission to share:

"I think methodologies are really important in transformative learning. As tutors/ facilitators we have to create safe spaces where people can share their stories, experiences and feel listened to and respected. This creates the conditions that facilitate/support and nurture change. People sharing their humanity and authentic voice is the most powerful tool for change. The tutor models this in the classroom".

We'll be back in half an hour, and Christin will moderate then. Please continue to post your comments, reflections and questions!

When it comes to Life Skills (and transformative learning), we introiduce the concept the following way: we don't put people into a curriculum, but we start with the learner and build a curriculum for / around them.

In adult education practice, tbh, this is very often not the case, we follow more traditional methods and structures.

How can we / what do we need to move in the direction of transformative learning / life skills? (I mean this more from an organisational point of view)

At my organisation we are runnign a project where we study tranformative learning and Bildung in adult education in voluntary organisations, with sustainable developemnt as a specific theme.

Our first results resonate very much with what Suzanne Kyle said in the debate about bringing people together, as there is a need to reflect the factual side of the learning process with others to make sense of it and to be able to help it shape the learner's own world view.

The problem with learning in the voluntary sector and perhaps with adult education in general is time: We have detected an ongoing trend that courses and other learning activities become shorter, making them also highly factual. As a result, learners will know a lot but this knowledge won't necessarily transform them. Peers and other people are needed for that.

Another thing is the role of emotions. In a functioning peer group it's easy to share, for example, climate anxiety. Emotions are often neglected in learning, but a vital part of transformative learning.

In our study we noted that learners relied on their families, friends and other people as well. Adult learners aren't as self-directed as we often think!

I have blogged about our results in Epale:

https://epale.ec.europa.eu/en/blog/searching-essence-learning-and-bildu…;

Sometimes we just need a book to think in a different way and transform our lives. 

Experiential situations and intense events bring people face to face with the emerging conditions, providing an occasion to manage the hot potato educationally and transformationally.

In my opinion, motivation is the most important factor in adult education. And, of course, the coherence of training with daily and / or professional needs is a strong motivator for transformative learning.

Here below the link to a beautiful ERASMUS+ project focused on transformative learning for sustainable action through a proper use of ICT devices and services. Its name is: Conscience Numérique Durable (Digital Sustainable Conscience"),

https://fra.conscience-numerique-durable.org/

https://eng.conscience-numerique-durable.org/

it is inspired to: the PCE - Pédagogie de la Conscientisation et de l'Engagement by Catalina Ferrer and Jacques Perrenaud (inspired at its turn by Paulo Freire) and the Edgar Morin's "Éducation au futur" (education to the future) oriented to form "a planetary consciousness of our human condition, whereby humans are biologically part of Planet Earth which is in danger (we as well, our health and well-being as well) and can be preserved only if we understand our role, our responsibilities, the impacts of our daily behaviors and actions. A critical and informed thinking (on our positive and negative impacts) is necessary to activate transformative micro and macro actions, individually and in group.

In the end, transformative action requires ongoing transformative lifelong learning, and vice-versa, hopefully. 

We search for exchanges on these topics. Thanks, I'll take a look to the Future Lab AE Change Oriented Adult Education project!

We can think of specific projects that serve transformative learning. But, in my opinion, specific projects are not needed for this purpose. Any learning can be transformative if it is meaningful to the learner.

Some of you have already posted some examples, so let's collect more. How does transformative learning look like in practice? What are the methodologies that you use (or would like to use!)? Do you know interesting initiatives?

I think , nowaday there is a risk to be pushed out of a dinamic world, if we are not transforming ourselves, our thinking, our work.

Jebkura indivīda iegūtās dzīves prasmes transformējas kavlitatīvā personīgās mācīšanās prasmju ieguvē. Uz personīgo mācīšanās prasmju apguvi pārsvarā ir orientēti sabiedriski un ekonomiski aktīvi cilvēki, jo tas ir nepieciešams lai pilnvērtīgi varētu iekļauties darba tirgū un sekot darba prasmju tendencēm mūsdienu mainīgajā darba vidē.Katra privātpersona,kas apgūst un papildina savas zināšanas dod ieguldījumu sabiedrības kopīgajā attīstībā. Dotajos apstākļos, kad publiskajā telpā ir plaša dezinformācija par dažādām norisēm valstī un pasaulē ir svarīgi sabiedrībai mācīt medijpratību un prasmi atšķirt objektīvu informāciju no maldinošās vai dezinformējošās. Liels paldies diskusijas organizatoriem par mācību prasmju un to sabiedrisko nozīmi kopienā  aktualizēšanu!!!

Educators is also the key for transformative learning. They need to be  trained and supported in different ways.

Experience is in the centre of transformative learning. So how can we apply transformative learning in kindergarten?