Philosophical Groundings for a Theory of Transformative Experience

In this essay, Kevin Pugh, Dylan Kriescher, Simon Cropp, and Maaly Younis revisit the philosophical roots of transformative experience (TE) theory by explaining how the theory emerged from John Dewey's philosophies of aesthetic experience, intellectual experience, and educative experience. In d...

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Bibliographic Details
Published in:Educational theory 2020-10, Vol.70 (5), p.539-560
Main Authors: Pugh, Kevin, Kriescher, Dylan, Cropp, Simon, Younis, Maaly
Format: Article
Language:English
Subjects:
Aesthetics
Critical Theory
Dewey, John (1859-1952)
Educational Philosophy
Educational Theories
Educational theory
John Dewey
Learning
Learning Experience
romantic science
sublime
Teaching Methods
transformative experience
Transformative Learning
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Summary:In this essay, Kevin Pugh, Dylan Kriescher, Simon Cropp, and Maaly Younis revisit the philosophical roots of transformative experience (TE) theory by explaining how the theory emerged from John Dewey's philosophies of aesthetic experience, intellectual experience, and educative experience. In doing so, the authors clarify the linkage between defining qualities of transformative experience and core Deweyan constructs such as an experience, ideas, and educative experience. They then share some of the empirical findings from research conducted using a TE theory framework, with an emphasis on research dedicated to developing a pedagogy of teaching for transformative experiences. Finally, the authors address the limitations of TE theory as a representation of Dewey's philosophy of aesthetic and educative experience, and they consider how contributions of other theoretical perspectives including the scientific sublime, Romantic science, and critical theory might help to address those shortcomings.
ISSN:0013-2004
1741-5446
DOI:10.1111/edth.12443