John Heron’s whole person theory can expand transformative learning theory by elaborating a more nuanced understanding of affect. In contrast to the vague conceptualization of affect’s role and the interchangeable treatment of emotion and feeling in most adult learning scholarship, Heron’s holistic theory grounds all experience in affective knowing and asserts significant differences between feeling and emotion. These distinctions challenge transformative learning theory by revealing critical subjectivity, emerging from affective, embodied experience, as prerequisite to critical reflection and presenting unitive discourse, over rational discourse, as a more viable, generative path to transformations of being. Throughout, I consider how the urgent need to develop deeper understanding around participatory feeling, in particular, relates to complex global issues like the ongoing struggle against racism and for environmental and human rights.

约翰·赫伦的全人理论可以通过对情感的更细致的理解来扩展变革性学习理论。与大多数成人学习奖学金中模糊不清的情感作用概念以及对情感和感觉的可互换处理相反，苍鹭的整体理论将所有经验都基于情感认识，并断言情感和情感之间存在重大差异。这些区别通过揭示关键的主体性，从情感，凝聚经验不断涌现，为前提，以批判性反思，并提出统一的话语，在理性的话语，作为一个更可行的，生成路径的变革挑战变革学习理论的存在. 在整个过程中，我考虑了对参与感的深入理解的迫切需要，尤其是与复杂的全球问题（例如正在进行的反对种族主义以及争取环境和人权的斗争）的关系。