Abstract
Being uncomfortable by choice as a means of personal growth has been touted for hundreds of years among scholars, philosophers, religious leaders, modern pop culture icons, and more. Yet, research pertaining to the benefits of being uncomfortable by choice is sparse. This qualitative, grounded theory study addressed the first step of transformational learning: the disorienting dilemma. Seventy participants located in America participated in extensive interviews to answer this study’s research question, “what if any, are the benefits of voluntary disorienting dilemmas?” Additional research questions, “what is the meaning(s) of voluntary disorienting dilemmas?” and “would subjects repeat their voluntary disorienting dilemmas again? Why or why not?” further contributed to the theoretical model presented in this study on the benefits, meanings, and motivations of voluntary disorienting dilemmas. This body of work adds to transformational learning theory and has implications for sociology, change management, global leadership, and more.
Library of Congress Subject Headings
Dilemma; Change; Transformative learning
Date of Award
2024
School Affiliation
Graduate School of Education and Psychology
Department/Program
Psychology
Degree Type
Dissertation
Degree Name
Doctorate
Faculty Advisor
Paul Sparks
Recommended Citation
Bamberger, Rebecca, "The benefits of voluntary disorienting dilemmas for a transformational life: a grounded theory study in transformational learning" (2024). Theses and Dissertations. 1443.
https://digitalcommons.pepperdine.edu/etd/1443