This book evaluates in a critical manner the dynamics and potential of
critical being as an educational theory and explores its practical
applications in a specific adult learning context. This work is set in
the context of a specific programme aimed at enhancing personal growth
and understanding and exploring how participants make meaning through
learning, action and dialogue. The challenge is, first, to translate the
concept of critical being into a set of practical methodologies that can
be used in the classroom and so test its capacity to be absorbed by
learners. Secondly, to evaluate the impact of this applied practice of
critical being on adult learners. While the context for this book is
theoretical, the specific focus will be primarily methodological and
presented in a thematic format.