Transformational Adult Learning in Congregations

Abstract

This article explores transformational learning theory as a framework for education in congregations concerned with fostering critical theological thinking and action among lay adult Christians. Beginning with a rationale for fostering critical theological thinking among adults in churches based on the assumption that all Christians (lay and ordained) are called to ministry, the article describes one framework for doing such education known as transformational learning. Initially developed by Jack Mezirow in secular educational contexts, this perspective has been critiqued and appropriated by many including some religious educators as a helpful way to understand and foster adult learning. The article critically examines transformational learning theory for use in ecclesial contexts.