Abstract
Drawing on humanistic and transpersonal psychologies and phenomenological theories of the imagination, this
paper seeks to contribute to the development of theories and practices at the intersection of transpersonal,
transformative adult education and integral leadership, particularly by advancing the Metagogy model of teaching
and learning, as recently outlined by McCaslin and Scott. The author explores the phenomenological nature of
imagery in its encapsulation of tacit or explicit intention, intrinsic direction, and embedded action. She discusses the
contribution of the imagination and creativity to personal, interpersonal, and transpersonal development as well as
their role in transformative learning. Examples from students’ responses to process-oriented, imagery-based
exercises serve to illustrate how imaginal processes contribute to the practice of metagogy. Leading-off with the
learner’s imaginal world and through a creative process that integrates direct knowing with newly acquired
knowledge, learners, as potential leaders, are inspired to realize their authentic callings, and actualize personal,
interpersonal, and transpersonal possibilities
