Groen, JanetWolski, Kristine2014-01-182014-03-152014-01-172014http://hdl.handle.net/11023/1266This paper explores the transformative learning experiences of nine generous volunteers whose change experience was catalyzed by fiction. Using narrative methodology (Clandinin & Connelly, 2000), volunteer experiences were analyzed in a three-dimensional inquiry space based on temporality (i.e., past, present, and future), sociality (i.e., relationship), and place. Commonalities included the readers’ love of fiction, type of fiction, informal learning experienced, evidence of change, and the role passage of time played in the experience. Links are made from their experiences to adult development, complex catalysts, the roles of emotion and motivation, our storied pasts, neuroplasticity, sustaining change, and motivation for change. Trends in the data compiled in this narrative-based, qualitative study add nuances of interest to adult educators hoping to promote transformative learning. The key to each participant’s transformative experience was the combination of cognitive, affective, and contextual meaning conferred by the reader on what they read. The four types of change revealed (i.e., formative, incremental, influential, epochal) coincided with the stages of adult development (i.e., adolescence, young adulthood, middle adulthood, maturity) at which they occurred as proposed by Erikson (1968). It was found that the interviewees were influenced greatly by both emotion and motivation, moving from a purely rational to integral, holistic approach to learning.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Education--Adult and Continuingtransformativedoctoral thesis10.11575/PRISM/25199