Abstract

Among the theoretical foundations of Transformative Learning, two closely linked issues are to be revisited in a critical way: On one hand, the notion of dialogue in a space of discussion, inspired by the Habermas›s notion of public space and, on the other hand, the limits of rationality in the discursive activities. Which new light on the theoretical foundations of the construct of transformative learning (TL) can throw the works of some authors, which approached the question of dialogue in the fields of the political philosophy and the philosophy of language? Which consequences to hold for the practice of Transformative Learning?