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Exploring an integral approach to generative dialogue as a means for bringing about transformative learning in groups

University of British Columbia

This thesis attempts to integrate Scharmer’s model of generative dialogue with transformative learning theory and with Wilber’s integral theory to show how generative dialogue can support and engage transformative learning in groups. The three chapters of the body of the thesis each explore specific facets of generative dialogue with an overarching interest in how generative dialogue can serve educators within adult and higher learning settings--particularly those who are invested in supporting the conditions for transformative learning in the classroom. In addition, elements of Wilber’s integral theory are introduced both to open up new conceptual and experiential frontiers within the field of transformative learning and to improve generative dialogue theory and practice.

Text

2010-01-08

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http://hdl.handle.net/2429/17840

Educational Studies

University of British Columbia

UBCV

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