I Know More Than I Can Say

Abstract

On the basis of an empirical analysis of 11 case studies and interviews with seven adult educators, this article offers a conceptual map for understanding how expressive ways of knowing function in fostering whole-person learning and transformative change. This conceptual map is formulated as a taxonomy with two primary categories. The first category, creating the learning environment, explores how expressive ways of knowing can be used to create psychological readiness for whole-person learning and an empathic field for learning-within-relationship. The second category, fostering the learning, explores how expressive ways of knowing can be used to evoke the experience learners seek to know more about, bring emotion into consciousness, and codify learning experiences for future access. In addition to the taxonomy, the findings also include educators' insights about the importance of developing their own readiness to encounter students as whole persons. Keywords: multiple ways of knowing; expressive ways of knowing; transformative learningThis article describes how practices involving expressive ways of knowing support whole-person learning, the type of learning that we believe is necessary to foster transformative change in learners' lives. Our purpose is to offer a conceptual map of the different learning functions served by expressive ways of knowing. By "expressive ways of knowing," we mean people's intuitive grasp of what they perceive through images, body sensation, and imagination.Our conceptual map takes the form of a taxonomy, intended to assist educators in understanding the different ways in which expressive processes facilitate meaningful learning. We direct our remarks to adult educators who, like ourselves, have been educated through practices and epistemological assumptions that have long

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