Bereaved Elders: Transformative Learning in Late Life

Abstract

This qualitative study sought to understand older adults’ (elders) transformative learning through bereavement in late life. Nine bereaved elders were engaged through in-depth interviews. Data analysis via the constant comparative method indicated deep changes in views of death-related issues as well as ongoing life-related issues. The process of transformation, which was found to be highly fluid and oscillating, included the components of acute distress, reflection, emerging sense of change in perspectives, and new behaviors. The consequences of these findings affirm certain aspects of transformative learning theory, such as the presence of disorienting distress and significant reflections, while contesting some of its foundational tenets such as the import of premise reflection and social discourse. Implications of this study are presented, along with recommendations for further research.