Virtue and Transformation: A Heuristic of Transformative Learning as a Journey of Deconstruction and Reconstruction

Virtue and Transformation: A Heuristic of Transformative Learning as a Journey of Deconstruction and Reconstruction

This paper explores the intersection of transformative learning and virtue epistemology within the context of education for democratic society. Drawing on historical and contemporary scholarship, it is argued that the cultivation of intellectual virtues such as intellectual humility, curiosity, courage and tenacity are essential for fostering the critical thinking and reflective capacities necessary for robust democratic participation. Through theory building and theory testing, a heuristic of transformative learning as a journey of deconstruction and reconstruction, underpinned by intellectual virtues, is presented and substantiated. The empirical component of this paper examines the transformative experiences of former student delegates at the National Student Leadership Forum (NSLF) in Australia, through a mixed-methods retrospective case study. The findings offer a novel framework for researching and discussing transformative learning, and these have unique implications for education in democratic societies, particularly given the post-truth situation which has emerged in recent times.