Home > JOURNALSANDNEWSLETTERS > INTERNATIONAL JOURNAL OF TRANSPERSONAL STUDIES > Vol. 44 > Iss. 1 (2025)
DOI
10.24972/ijts.2025.44.1.120
Abstract
In this intrinsic case study, the author explores the value of creative expression as a process-oriented approach to transformative learning through her experience of designing and facilitating a graduate art-therapy studio workshop. The author grounds her teaching in a humanistic view of creativity and transpersonal, transformative learning theories pertaining to expressive ways of knowing. Excerpts from one group of students’ responses to the course in terms of its impact on their personal-professional identity were grouped under four major themes: Purposeful Encounter; Authenticity; Expressive Mediums for Self-Care; and Shared Discovery. Conclusions from this case may be relevant to other educational settings in which transformative learning aims to strengthen students’ preparedness for their upcoming caregiving careers.
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Netzer, D. (2025). Process-oriented: A creative approach to transformative learning. International Journal of Transpersonal Studies, 44 (1). https://doi.org/10.24972/ijts.2025.44.1.120
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