Scholars and practitioners all seem to agree that andragogy is not the only perspective and model in the field of adult learning. We no longer think of learning as democratic styles and methods versus authoritarian styles and methods. Rather, we now think of learning as a reflective process where learners may engage their whole body and mind in a critical manner. Worldwide, there are many rich traditions that we can contrast the theory of transformative learning with to improve our understanding, appreciation, application, and further research of this theory to practice. This article explores the connections of Ancient Asian educational perspectives with transformative learning for these purposes.
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