Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
In this article, I will show how the method of intergenerational dialogue can promote transformative learning and fosters personal growth through education in both young and old people. Education is holistic in Humboldt's sense because it reflexively links the world and the theory with the individual's inner being. Students become researchers of their own educational process.
The role of tacit knowledge in the context of experience, but also creativity, are key phenomena with which the learning and educational process can be made clear, both in old and young people. All theoretical terms are explained using a practical dialogue example. Differences between young and old people in the dialogue model contribute to refined insights.
