This conceptual article presents the Head, Heart and Hands Model for Transformational Learning. The model was conceptualized from a synthesis of diverse literature, such as sustainable education, transformative learning theories, placed-based learning, indigenous learning approaches, experiential learning, eco-literacy, curriculum theory and conceptual change in science classes. Transformative processes are necessary to change the prevalent anthropocentric eco-paradigm of western culture toward more sustainable values and behaviors. Head, hand and heart is a holistic approach to developing ecoliteracy introduced by Orr (1992) and expanded by Sipos, Battisti and Grimm (2008). The model shows the holistic nature of transformative experience and relates the cognitive domain (head) to critical reflection, the affective domain (heart) to relational knowing and the psychomotor domain (hands) to engagement. Pugh's (2002) pragmatic construct of transformational learning experience offers an analytic tool for measuring transformational experiences through expanded perception (cognitive), expanded value (affective) and active use of learned concepts (psycho-motor). This model not only represents the multi-dimensional nature of transformative processes, it also includes the importance of learning context. The context of place provides a framework of authentic experience for deeper reflection, sense of belonging and body/sensory stimulation that acts as a catalyst for deep engagement required for transformation. Literature in the domain areas are discussed as well as the importance of nature connection and love of place to sustainability values and pro-environmental behaviors.
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