As argued by important scholars, the exploration of works of art- aesthetic experience- may enhance learning for change. This happens because our contact with art may unearth critical reflection, feelings and insights that contribute to a meaningful, emancipatory understanding of ourselves and the world. However, the literature review shows that there are few educational methods aiming to embody aesthetic experience in the process of transformative learning. The paper, in the first part, includes a review of essential theoretical perspectives (by Aristotle, Dewey, Adorno, Horkheimer, Marcuse, Freire, Castoriadis, Greene, and Cranton) that regard the use of aesthetic experience as a means for perspective transformation. In the second part, the paper discusses crucial questions that are raised by educators and researchers who deal with the use of art in teaching practice. In the third part, the educational method Transformative Learning through Aesthetic Experience is presented. The method draws on the theoretical perspectives discussed in the first part and aims at contributing towards the development of transformative learning through the activation of aesthetic experience. The presentation of an example of implementation is also included aiming to illustrate the method’s rationale.

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