Alexis Kokkos is Emeritus Professor of Adult Education at the Hellenic Open University, Chairman of the Hellenic Adult Education Association, co-convener of the ESREA’s Network on Transformative Processes and member of the Stewards Committee of the International Transformative Learning Association.

Ever since American Professor Jack Mezirow launched the concept of Transformative Learning, it has been an important and central issue in adult educational theory and practice. For many years the concept was mainly used and elaborated in America, but in the new millennium, a group of European learning researchers has been very keen to propagate this issue also in Europe as well.One of the first and most important promotors has been Greek Professor Alexis Kokkos, and in 2011, the first European conference on transformative learning was held in Athens. This became a great success and at the same time a starting signal for the rapidly growing interest of this topic in Europe, in theory as well as in practice. In continuation of this, Professor Kokkos has now edited and published this book with a collection of Greek contributions to the discussion and use of transformative learning in a broad range of connections – a book, which in a very constructive way reflects both Greek and European use and further development of the transformative learning ideas.Knud Illeris, Professor of Lifelong Learning, Copenhagen, DenmarkThis book offers a blueprint for understanding the philosophical traditions that shaped transformative learning theory. At the same time, it explored how Mezirow selected or adapted Dewey, Argyris, and others to frame his theory and how still others, such as Marsick or Ileris were influenced in turn by Mezirow. This book is a significant contribution to the evolution of adult education and transformative learning theory.Karen E. Watkins, Professor, The University of GeorgiaAt a time when scientific method is increasingly being questioned, this collection of essays on Jack Mezirow’s Transformation Theory provides an excellent riposte, based on careful scholarship, which seeks to understand how adults learn and how critical reflection on experience takes place. The comparison with ten other theorists who influenced or who were influenced by Mezirow’s work proves an excellent strategy for identifying the strengths and the weaknesses of his approach to learning. The Greek Community for Emancipatory Learning is to be congratulated for its spirited analysis and defence of transformative learning, when in other parts of the world, Paulo Freire’s contribution to emancipatory learning is being submitted to what amounts to a witch hunt. Timothy D. Ireland, Professor of Youth and Adult Education, Federal University of Paraíba,This important book advances Transformation Theory by situating Mezirow’s work, intellectually, in a community of thinkers and colleagues who influenced or built upon his theory. Each chapter traces the intersection of a particular scholar and Mezirow’s work. Together, chapters uncover points of convergence and divergence that shed light on that intersection. Each chapter stands alone. Together, chapters are more than the sum of the book’s part. The intellectual dialogue they stimulate mirrors the collective critical thinking that Mezriow sought to build to grow this theory beyond the boundaries of his opening contribution. Victoria Marsick, Professor of Education/Co-Director J.M. Huber Institute, Columbia University

• Introduction. Part 1: Strong Influences. 1. Seeking the traces of Dewey's thought in Mezirow's work. 2. Freire and Mezirow: Parallel lives, congruent views. 3. Mezirow and Gould: Their relationship and distinct routes. 4. Marsick and Mezirow: Dancing to Different Tunes. Part 2: Epistemological Affinities. 5. Tracing the Transformational Dimension within the teaching of Socrates. 6. Mezirow meets Kegan: Conceptual links and insights for English as a lingua franca teacher education. 7. Greene and Mezirow: The discovery of a significant but silent pedagogical and philosophical relationship. 8. Argyris and Mezirow: A relationship revealed. Part 3: European Interlocutors. 9. Knud Illeris and the transformative type of human learning. 10. Learning as an Individual and Social Developmental Process: Thoughts on the Intellectual Quests of Jarvis and Mezirow. Concluding Reflections.

Alexis Kokkos is Emeritus Professor of Adult Education at the Hellenic Open University, Chairman of the Hellenic Adult Education Association, co-convener of the ESREA’s Network on Transformative Processes and member of the Stewards Committee of the International Transformative Learning Association.

Ever since American Professor Jack Mezirow launched the concept of Transformative Learning, it has been an important and central issue in adult educational theory and practice. For many years the concept was mainly used and elaborated in America, but in the new millennium, a group of European learning researchers has been very keen to propagate this issue also in Europe as well.One of the first and most important promotors has been Greek Professor Alexis Kokkos, and in 2011, the first European conference on transformative learning was held in Athens. This became a great success and at the same time a starting signal for the rapidly growing interest of this topic in Europe, in theory as well as in practice. In continuation of this, Professor Kokkos has now edited and published this book with a collection of Greek contributions to the discussion and use of transformative learning in a broad range of connections – a book, which in a very constructive way reflects both Greek and European use and further development of the transformative learning ideas.Knud Illeris, Professor of Lifelong Learning, Copenhagen, DenmarkThis book offers a blueprint for understanding the philosophical traditions that shaped transformative learning theory. At the same time, it explored how Mezirow selected or adapted Dewey, Argyris, and others to frame his theory and how still others, such as Marsick or Ileris were influenced in turn by Mezirow. This book is a significant contribution to the evolution of adult education and transformative learning theory.Karen E. Watkins, Professor, The University of GeorgiaAt a time when scientific method is increasingly being questioned, this collection of essays on Jack Mezirow’s Transformation Theory provides an excellent riposte, based on careful scholarship, which seeks to understand how adults learn and how critical reflection on experience takes place. The comparison with ten other theorists who influenced or who were influenced by Mezirow’s work proves an excellent strategy for identifying the strengths and the weaknesses of his approach to learning. The Greek Community for Emancipatory Learning is to be congratulated for its spirited analysis and defence of transformative learning, when in other parts of the world, Paulo Freire’s contribution to emancipatory learning is being submitted to what amounts to a witch hunt. Timothy D. Ireland, Professor of Youth and Adult Education, Federal University of Paraíba,This important book advances Transformation Theory by situating Mezirow’s work, intellectually, in a community of thinkers and colleagues who influenced or built upon his theory. Each chapter traces the intersection of a particular scholar and Mezirow’s work. Together, chapters uncover points of convergence and divergence that shed light on that intersection. Each chapter stands alone. Together, chapters are more than the sum of the book’s part. The intellectual dialogue they stimulate mirrors the collective critical thinking that Mezriow sought to build to grow this theory beyond the boundaries of his opening contribution. Victoria Marsick, Professor of Education/Co-Director J.M. Huber Institute, Columbia University

• Introduction. Part 1: Strong Influences. 1. Seeking the traces of Dewey's thought in Mezirow's work. 2. Freire and Mezirow: Parallel lives, congruent views. 3. Mezirow and Gould: Their relationship and distinct routes. 4. Marsick and Mezirow: Dancing to Different Tunes. Part 2: Epistemological Affinities. 5. Tracing the Transformational Dimension within the teaching of Socrates. 6. Mezirow meets Kegan: Conceptual links and insights for English as a lingua franca teacher education. 7. Greene and Mezirow: The discovery of a significant but silent pedagogical and philosophical relationship. 8. Argyris and Mezirow: A relationship revealed. Part 3: European Interlocutors. 9. Knud Illeris and the transformative type of human learning. 10. Learning as an Individual and Social Developmental Process: Thoughts on the Intellectual Quests of Jarvis and Mezirow. Concluding Reflections.

Alexis Kokkos is Emeritus Professor of Adult Education at the Hellenic Open University, Chairman of the Hellenic Adult Education Association, co-convener of the ESREA’s Network on Transformative Processes and member of the Stewards Committee of the International Transformative Learning Association.

Ever since American Professor Jack Mezirow launched the concept of Transformative Learning, it has been an important and central issue in adult educational theory and practice. For many years the concept was mainly used and elaborated in America, but in the new millennium, a group of European learning researchers has been very keen to propagate this issue also in Europe as well.One of the first and most important promotors has been Greek Professor Alexis Kokkos, and in 2011, the first European conference on transformative learning was held in Athens. This became a great success and at the same time a starting signal for the rapidly growing interest of this topic in Europe, in theory as well as in practice. In continuation of this, Professor Kokkos has now edited and published this book with a collection of Greek contributions to the discussion and use of transformative learning in a broad range of connections – a book, which in a very constructive way reflects both Greek and European use and further development of the transformative learning ideas.Knud Illeris, Professor of Lifelong Learning, Copenhagen, DenmarkThis book offers a blueprint for understanding the philosophical traditions that shaped transformative learning theory. At the same time, it explored how Mezirow selected or adapted Dewey, Argyris, and others to frame his theory and how still others, such as Marsick or Ileris were influenced in turn by Mezirow. This book is a significant contribution to the evolution of adult education and transformative learning theory.Karen E. Watkins, Professor, The University of GeorgiaAt a time when scientific method is increasingly being questioned, this collection of essays on Jack Mezirow’s Transformation Theory provides an excellent riposte, based on careful scholarship, which seeks to understand how adults learn and how critical reflection on experience takes place. The comparison with ten other theorists who influenced or who were influenced by Mezirow’s work proves an excellent strategy for identifying the strengths and the weaknesses of his approach to learning. The Greek Community for Emancipatory Learning is to be congratulated for its spirited analysis and defence of transformative learning, when in other parts of the world, Paulo Freire’s contribution to emancipatory learning is being submitted to what amounts to a witch hunt. Timothy D. Ireland, Professor of Youth and Adult Education, Federal University of Paraíba,This important book advances Transformation Theory by situating Mezirow’s work, intellectually, in a community of thinkers and colleagues who influenced or built upon his theory. Each chapter traces the intersection of a particular scholar and Mezirow’s work. Together, chapters uncover points of convergence and divergence that shed light on that intersection. Each chapter stands alone. Together, chapters are more than the sum of the book’s part. The intellectual dialogue they stimulate mirrors the collective critical thinking that Mezriow sought to build to grow this theory beyond the boundaries of his opening contribution. Victoria Marsick, Professor of Education/Co-Director J.M. Huber Institute, Columbia University

• Introduction. Part 1: Strong Influences. 1. Seeking the traces of Dewey's thought in Mezirow's work. 2. Freire and Mezirow: Parallel lives, congruent views. 3. Mezirow and Gould: Their relationship and distinct routes. 4. Marsick and Mezirow: Dancing to Different Tunes. Part 2: Epistemological Affinities. 5. Tracing the Transformational Dimension within the teaching of Socrates. 6. Mezirow meets Kegan: Conceptual links and insights for English as a lingua franca teacher education. 7. Greene and Mezirow: The discovery of a significant but silent pedagogical and philosophical relationship. 8. Argyris and Mezirow: A relationship revealed. Part 3: European Interlocutors. 9. Knud Illeris and the transformative type of human learning. 10. Learning as an Individual and Social Developmental Process: Thoughts on the Intellectual Quests of Jarvis and Mezirow. Concluding Reflections.