Transformative Learning: Advocating for a Holistic Approach
Bibliographic record
Abstract
The present study lays the foundations for an integrated theory of transformative learning. Traditionally, theory and research in adult education have examined learning as a purely cognitive process. However, recent studies have shifted emphasis onto more holistic approaches, perceiving the individual as a whole, consisting of mind, body and spirit. Through thorough review of relevant studies, the present paper seeks to point out that transformative theories of learning have traditionally over-relied on rational and cognitive processes in describing perspective transformation, while it makes the assumption that for transformative learning to take place, cognitive, physical, emotional, and spiritual dimensions are closely interrelated. When we come to knowing and learning, linear and fragmented approaches cannot account for the perplexity of the human being, consisting of mind, body and spirit, and therefore all these parameters should be attended to.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.016 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.003 | 0.044 |
| Scholarly communication | 0.013 | 0.017 |
| Open science | 0.003 | 0.011 |
| Research integrity | 0.004 | 0.006 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".