Publisher's Synopsis
This qualitative study conducted a survey of the collective stages of experience from college student participants who were introduced to transformational learning (TL) though Plato's Allegory of the Cave. The study formed a synthesis between Plato's epistemology and Mezirow's (TL) theory referencing adult learners. Critical reflection, critical thinking, and inner transformation were elements surveyed using the allegory and Mezirow's disorienting dilemma (1978) to explore student experiences when introduced to the allegory via a disorienting dilemma. Creative liberty was had with Plato, and practical uses for (TL) were sought in the study. Teaching professionals seeking new paradigms for adult learners, and seeking deep critical analysis and reflective exercises for adult learners will find the study practical and innovative. Moreover, Philosophy instructors driving innovation and or collaboration in teaching can find new applications for Plato and bring classical philosophical ideas into the reality of daily life for learners. In this qualitative study, philosophy meets students and adult learners where they are in real time to arrive at an understanding and knowledge of their experiences in life with an eye towards transforming those experiences into meaningful paradigms of change. New teachers, student teachers, and seasoned teaching professionals can achieve results centered methods of instruction by utilizing this study.
