"Perceptive, provocative, and lucid, Patricia Cranton's clear and careful analysis and her down-to-earth examples of transformative learning concepts move my work significantly closer to the practitioner. Highly recommended!"
—Jack Mezirow, professor emeritus of adult education, Teachers College, Columbia University
"Patricia Cranton shows us how teachers and facilitators can and must be understood as adults engaged in transformative learning. By highlighting case studies of how individual educators learn about their practice, she helps us rethink the way professional development is conceived and conducted."
—Stephen Brookfield, distinguished professor, University of St. Thomas, St. Paul, Minnesota
"Patricia Cranton has given us a book that is insightful and inclusive, practical as well as analytical. She provides a skillful integration of theory and practice about the complex issue of professional development for adult educators without denying that complexity or losing contextual concerns."
—Dorothy MacKeracher, professor of adult education, University of New Brunswick
Describes the theory and process of transformative learning and relates transformative learning to current adult education perspectives. Examines individual differences among learners and presents strategies for supporting transformative learning, including questioning techniques, journal writing, and consciousness-raising exercises. For practicing educators and students of adult education. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Patricia Cranton is visiting professor of adult education at The Pennsylvania State University at Harrisburg, as well as adjunct professor at Teachers College, Columbia University, where she teaches courses in transformative learning both online and in workshop format. She has been writing about, teaching, conducting research on, and giving workshops and invited addresses on transformative learning for more than a decade. Cranton is the author of numerous books including the first edition of Understanding and Promoting Transformative Learning and Professional Development as Transformative Learning, both from Jossey-Bass.