Abstract
The concept of well-being has emerged over the past several years in a significant way in higher education across North America, posing the question of what well-being means in relation to transformative education. The meaning and implications of relating well-being and transformative learning for emerging adults, college and university students aged 18–25, are articulated. Critical thinking, typically cited as the ideal mental activity aimed for in higher education, is explored in relation to mindfulness as a complementary form of mental activity and in both their connections to contemplative education. This unites these sometimes disparate activities many educators see as essential functions for student success, suggests a more holistic conception of student well-being, and promotes transformative education through a process of self-clarification for students in the midst of emerging adulthood.
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