Using a developmental psychology model this paper offers a conceptual lens to integrate two unique perspectives in transformative learning theory. While one perspective focuses on the rational and analytical aspects initiated by Mezirow, the other examines the affective and emotional dimensions. We start with a brief outline of the perspective diversity in transformative learning literature before commenting specifically on the two perspectives of focus. We then introduce the developmental psychology model to demonstrate its potential to integrate two perspectives in a cohesive manner. We argue that transformative learning occurs as multidimensional, eliciting individual change across conscious and unconscious, or analytical and affective dimensions.

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