Since publishing Teaching Defiance, Mike has written a number of articles:

The “self” in self-development: a rationalist meditates

Abstract: A rationalist is prevailed upon to enrol in a program on meditation. During a day of silence he begins to wonder about the concept of the self as implied in some forms of educational practice. Over the next few weeks he identifies four doubts, which he calls a Marxian doubt, a dialectical doubt, an absurd doubt, and a moral doubt. He argues that each of these doubts has implications for the major forms of self-development program commonly found in adult education curricula. If he is right then a lot of education designed to promote transformative and experiential learning is flawed. (Adult Education Quarterly, August 2008, Vol. 58, No. 4, 284-298.)

Self - Michael Newman


Calling transformative learning into question: some mutinous thoughts

Abstract: The author identifies six flaws that commonly occur in explanations of transformative learning, and suggests that transformative learning may not exist as an identifiable phenomenon. He proposes that we abandon the term transformative learning, and adopt the straightforward term good learning. Good learning, he argues, has nine aspects. (Adult Education Quarterly, February 2012, Vol. 62, No. 1, 36-55.)

Self - Michael Newman


Credit where credit is due in non-credit adult education

Abstract: The author sings the praises of non-credit adult education, and enlists a number of philosophers to help in the chorus. He examines the motives people might have for enrolling in non-credit courses, and makes the following claims: that good non-credit adult education can give us a purpose, provide some order in our unpredictable lives, encourage us to reason freely, nurture our consciousness, foster a civil society, protect valuable elements of our lifeworld, and teach us to assert ourselves. (Concept, Summer 2013, Vol. 4, No. 2.)

Self - Michael Newman


Transformative learning: mutinous thoughts revisited

Abstract: The author finds himself re-reading an article he wrote several years ago, in which he questioned transformative learning. He recalls some of his reasons for writing the article, and considers his present position. He reflects on the understanding of consciousness that underlies much of the literature on transformative learning, and compares it with his own understanding. He ends by speculating on the purpose of adult education. (Adult Education Quarterly, published online 23 July, 2014)

Self - Michael Newman


The tyranny of academic fashion: a reject’s lament

The author argues that a number of common requirements in academic writing are unnecessary, if not downright specious. (Concept, Summer 2014, Vol. 5, no. 2.)

Self - Michael Newman

Putting Jack Mezirow’s ideas into context

Abstract: The author was invited to be part of a conference panel reviewing the work of Jack Mezirow. To accompany his presentation he wrote the following article. In it he argues that all adult education theory is either humanist or socialist, and he reviews some of Jack Mezirow’s and Paulo Freire’s ideas with this proposition in mind. (56th Annual Adult Education Research Conference Proceedings, Kansas State University, May 19-22, 2015, pp. 33-38.)

Self - Michael Newman