Generative pedagogy: Learning to become response-able

What might be included in a new framework to support adult learning under conditions of uncertainty and complexity? This chapter addresses this question by presenting a model for generative pedagogy. Taking a grounded theory approach, we analyzed interview data gathered from 16 participants in an adult education doctoral program at one state university in the south of the United States. These data yielded four distinct dimensions of generative pedagogy and suggested that transformative learning is fostered by a learning environment intentionally designed to foster a felt sense of ambiguity, and the educator's disposition to learning through the unknown while staying connected to dynamic relatedness with students by embodying radical vulnerability. Implications for leading adult learning in today's world of uncertainty and complexity are discussed.