A Dialogical Reframing

This long editorial introduces a Special Issue of the Journal of Transformative Education, where Laura Formenti is Guest Editor and John Dirkx Main Editor. The two authors discuss the implications of Transformative Learning as a theory that was born in the US, and has only recently received attention from European scholars. The dialogue between the two authors analyses the cultural and epistemological differences between European and US understandings of adult learning, education and research. A deep re-thinking of theory and practice in adult education is invoked. The conversation between the two is built like a reciprocal questioning, with the aim to involve readers in a similar path. In the end, the two authors position themselves towards the contents of the Issue, namely positions of 4 different authors in relation to TL theory.