At the core of every theory of transformative learning lies a fundamental epistemological question: how should learners decide what and whom to trust when established ways of knowing no longer suffice? Theories of transformative learning are therefore theories of knowledge as well as theories of change. This paper systematizes the various and often conflicting epistemological commitments within transformative learning (TL) literature. Epistemic resources are categorized into three broad domains: internal, interactive, and external. Internal resources encompass rational inquiry and extrarational processes, including engagement with the Unconscious, pre-structural sensations, and experiences interpreted as divine revelation. Interactive resources include dialogue, ecological engagement, and relational recognition. External resources include testimony from experts, sacred texts and traditions, and prior analytic frameworks used to organize and interpret evidence. The paper concludes with a provocation concerning epistemic responsibility and wisdom: openness to what different resources may disclose, precision about what they can warrant, attention to how their claims can be corrected, and responsibility toward those affected when transformed understandings become grounds for action.
We explore how interactive visualization within an education for sustainable development (ESD) intervention could stimulate transformative learning, affective engagement, and sustainability awareness among Swedish pre-service science studies teachers. A qualitative group case study with three pre-service teachers was inspired by transformative learning theory and involved a pre- and post-group interview, engagement with interactive visualization exhibits in a digital science center, and a group discussion. Thematic analysis of audio recordings revealed five themes reflecting the pedagogical value of interactive visualization, pre-service teachers’ awareness of the complexity of sustainability topics, and a sense of responsibility as individuals and future educators. The visualization-based interventions also influenced participants’ emotional reactions and their perceived advantage regarding sustainability issues. The study contributes knowledge on how visual-dialogical interventions might trigger transformative learning processes and integration of ESD in science education through critical reflection, affective engagement, and holistic thinking towards responsibility and complexity.
Photovoice is a participatory action research method that combines photography, critical reflection, and dialogue to promote social change. Although research points to its potential for fostering critical consciousness, few studies examine how undergraduates experience all three of its dimensions: reflection, motivation, and action. Grounded in transformative learning theory, this study explored how 60 students in a public policy and ethics course experienced the development of critical consciousness through a four-part photovoice project. Data included topic essays, photo-caption submissions, small group reflections, and final essays, analyzed through deductive and inductive qualitative content analysis. Four themes emerged: critical reflection, critical motivation, critical action, and personal relevance. Photovoice prompted emotional and cognitive disorientation that shifted students’ perspectives from individual to systemic understandings of social issues, strengthened their motivation to act, and, for some, led to advocacy. Findings position photovoice as a pedagogical tool for cultivating critical consciousness and transformative learning among undergraduates.
