This article investigates possibilities for advancing beyond the shortcomings of deconstructive postmodern perspectives shaping transformative learning (TL) theory. The author introduces Ken Wilber's integral metatheory and explores four recommendations to inspire future “integrally informed” theories of TL. Intending to supplement existing integrative, holistic, and integral perspectives within the literature, this article also raises a number of questions to invite other scholar-practitioners to contemplate how we might proceed with building frameworks of TL theory that are more comprehensive, balanced, and inclusive.
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