An analysis of education and educational reform. This book assesses what it means to face the educational challenges of the 21st century, and offers a way for education to develop whole human beings in the context of a sustainable planetary environment.

The editors of this volume argue that transformative learning theory cannot be constructed in a content-neutral or context-free way and that transformative learning requires new educational practices consistent with the content.

The editors of this volume argue that transformative learning theory cannot be constructed in a content-neutral or context-free way and that transformative learning requires new educational practices consistent with the content.