In this study, an attempt is made to determine whether critical thinking is produced within the framework of formal education, as well as to what extent in the groups under study, through the method of "Transformative Learning through Aesthetic Experience".
The book is divided into two parts, the theoretical and the research part. The theoretical part consists of three chapters. The first chapter analyzes formal education, the second chapter focuses on critical thinking, art, and their use in education, while the third chapter analyzes the method of Transformative Learning through Aesthetic Experience.
The research part consists of three chapters. Specifically, in the fourth chapter, the presentation of the method is recorded, which was done in two educational settings, and then its application is presented in two sections of formal secondary education where they teach. The first section concerns the 2nd Lyceum in EPAL and the second concerns a section of the 3rd Gymnasium. The teachers who present the teaching have been trained in the application of the method by the author.
The investigation concerns the production of critical thinking by students. The purpose is to ascertain whether or not there is a transformative process according to Mezirow, in relation to the assumptions that may exist in the above sample of students. The use of the methodology of Transformative Learning through Aesthetic Experience by Koccos is the tool for investigating this study.
This work has shown that the method of "Transformative Learning through Aesthetic Experience" by A. Koccos can be applied to students of formal education, beyond adult learners, as it enhances their critical thinking.