This study explores the intersection of transformative learning theory with the educational philosophies of select Indian philosophers and educationists, including Mahatma Gandhi, Rabindranath Tagore, and Jiddu Krishnamurti. Utilizing a qualitative mode of hermeneutic inquiry, the study focuses on how their educational philosophies have emerged or evolved within colonial and postcolonial India. By doing so, the study proposes an Indian model of transformative learning that integrates spirituality, humanism, and ecological sustainability. This model contributes to the development of transformative learning theory, focusing on personal and social transformation in contemporary education, thereby offering meaningful insights into reimagining education to foster global citizenship, sustainable practices, and equitable societies.
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