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The overarching principle of this article is to provide pedagogy of transformative learning, specifically where online learning is concerned. By offering quadrinity learning—a fuller expression of transformative learning—the authors offer a framework to educators, facilitators, social actors, and others committed to transformation. The intention is to validate, highlight, and name the pattern that is often the undercurrent of various facilitators working within the contexts such as teaching, facilitation, and grassroots activism. In essence, this pattern is one of the whole self. Effective learning and transformative practice requires sharing one’s whole self and acknowledging the wholeness of others. [ABSTRACT FROM PUBLISHER]