Contributions can relate to a variety of possible dilemmas and ways of making sense of them, as for example:

The functions and characteristics of dilemmas, from a theoretical perspective:

− Dilemmas, their nature and dynamics, as a central feature of the theory of transformative learning

− The role of dialogue and the nature of critical self-reflection to address the experience of dilemmas

Dilemmas in facilitating transformative processes:

− Dilemmas experienced when interacting with learners (e.g., in the classroom, at work)

− Dilemmas experienced as an educator (e.g., negotiating the institutional, organizational,interpersonal and pedagogical dimensions involved)

− Specific dilemmas encountered in different settings (e.g., higher education, vocational education, literacy, intercultural learning, etc.)

− Dilemmas in interpreting and evaluating transformative processes

− Dilemmas inherent to the anticipation of transformative processes

− Dilemmas that relate to the temporalities of transformative processes (e.g., lack of time to critically reflect, to dialogue)

Social and cultural perspectives on dilemmas:

− Dilemmas associated with oppression

− Dilemmas inherent to the experience of migration

− Dilemmas in social action

− Dilemmas and self-identity (e.g., gender, age, sexual orientation)

− Dilemmas in political activity and progressivism

− Dilemmas of the Enlightenment project

− Dilemmas inherent to emancipatory learning

− Dilemmas inherent to conflicting temporalities (e.g., work-life balance, acceleration and urgency versus slowness)

− Dilemmas related to the 'Big Questions' of Life, i.e. love, death, suffering, and the meaning of our existence on Earth, etc.

Psychological perspectives on dilemmas:

− Intra-individual and inter-personal dilemmas

− Dilemmas and the experience of life transitions

− Resistance and openness in learning and experience

− Dilemmas and ways of knowing

− Dilemmas of religious belief, faith, in spiritual conviction and of doubt

− Dilemmas in health and how to live a better, less stressful life

− Dilemmas of cynicism and crises of faith, of whatever kind

- Dilemmas inherent in the scientific activity in the field of transformative education:

− Dilemmas inherent in the use of scientific theories, or in the adoption of epistemological or philosophical positions, in the study of transformative processes

− Dilemmas inherent in the methodologies used to study transformative processes

− Dilemmas inherent in the relationships between researchers and the people involved in the research process

− Dilemmas inherent in the funding of research in the field of transformative education

− Dilemmas inherent in scientific dialogue, academic writing, or other forms of expression and dissemination of scientific ideas

And not least, self-reflexively, the dilemmas of the Network itself:

− Dilemmas involved in the organization of the Network biennial conferences (location, frequency, language, etc.)

− Dilemmas involved in the ways we refer to practices and theories

− Dilemmas inherent to the scheduling of the conference (type of sessions, time allocated,etc.)