This article supports the continued development of second-wave theories of transformative learning by building on the work of Mezirow and Kegan. It examines the limitations of Mezirow's ideal of critical discourse and presents a case for Scharmer's account of generative dialogue as a process map and practice for supporting and catalyzing transformative learning in groups. Finally, this article examines how generative dialogue supports transformative shifts in at least three distinct categorical forms of learner's consciousness: lines, stages, and states.
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