This article examines the complex mosaic of first- and second-wave theories of transformative learning and recommends the development of a subfield of meta-inquiry. Central to this undertaking is the need for metatheorizing, to which this article outlines a rationale with specific criteria for developing a metatheoretical discourse and more comprehensive metatheoretical frameworks. It then goes on to examine the strengths and limitations of Wilber's AQAL model as a possible candidate for working with a meta-analysis of first- and second-wave contributions within the field.
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