Abstract
The present article attempts to contribute to the constructive dialogue that continues to develop around Mezirow’s Transformation Theory (TT), approaching the transformative process, on the one hand through the aesthetic experience and on the other hand, as an aesthetic experience.
The subject is explored both theoretically and practically, based on the conclusions drawn from three doctoral theses. Logothetou, through the investigation of A. Kokkos’ method ¨Transformative Learning through the Aesthetic Experience¨ (TLAE), highlights the emotional dimension of transformative learning. Karakou, using the method in practice, reveals how emerged emotions goes hand in hand with critical reflection. Papadopoulou, based on the perspective of the great Greek philosopher Aristotle, sheds light on in the way emotions emerge and function in an ancient Greek tragedy and, by extension in contact with any meaningful work of art.
Combining the conclusions of the three studies, we argue that the utilization of (TLAE) promotes critical reflection alongside the expression and management of emerging emotions, similar as -according to Aristotle- an ancient Greek tragedy. Accordingly, the transformative process can be seen as an aesthetic experience. We believe that this convergence of Mezirow’s and Aristotle’s ideas, gives TT an element of timelessness.
