Трансформативное обучение помогает индивиду, с одной стороны, раскрыть его потенциал как трансгрессивной номадической личности, бесконечно завоевывающей новые культурные пространства, с другой - развить способности коммуникации и взаимопонимания с целью выстраивания новых общих смыслов и ценностных ориентаций. Данная интенция в качестве регулятивного принципа имплицитно присуща теории трансформативного обучения, что делает ее «открытым», «незавершенным проектом», «теорией в развитии», открывающей новые горизонты в нашем понимании роли образования в становлении автономного индивида как ответственного коммуникативного субъекта гражданского общества.
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