Using narrative inquiry, this study investigated the lived experience of embodied cognition--the integrated emotional and intellectual functions "of" cognition--in transformative learning in the context of a disorienting dilemma. These two fundamental "conscious" experiences of embodied cognition are preceded by three "preconscious" sensory experiences of the felt sense--fear, anger, and flocking. These "preconscious" and "conscious" experiences, however, can also be responsible for a lockdown of embodied cognition, disabling the transformative learning process. The lived experiences of disorientation with six participants were investigated using unstructured interviews, narratives, and the lenses of embodied cognition, a grief process, and Stoic philosophy. While all six participants began their interviews in a sustained lockdown of embodied cognition--3 months to 50 years after their experience--as a result these interviews, four were able to experience their grief more fully, unlock embodied cognition, and create new meaning perspectives, completing their transformative learning process. Findings suggest when sensory, emotional, or intellectual experiences are perceived as unbearable or unacceptable, resistance to them can lock down embodied cognition, creating a barrier to transformative learning. Findings also suggest when the disorienting dilemma is a negative experience in the eyes of the participant, the lock down can represent an attempt to refuse to accept or deny the reality of the experience. This suggestion lays the groundwork for the implication of a grief process as a function of the emotional dimension in Phase 1 of the transformative learning process. Therefore, Kubler-Ross's grief process, a widely accepted and established theory, is presented as a prospective process for more difficult disorienting dilemmas and to support the importance of sitting in--not avoiding--sensory, emotional, and intellectual experiences for unlocking embodied cognition. These findings suggest pedagogy regarding transformative learning include detailed coverage of the microprocesses of embodied cognition and their correlation to the stages of Kubler-Ross's grief process as vital functions to transformative learning. This research also extends Mezirow's theory of transformative learning and enhances Malkki's theorizing of the nature of reflection in transformative learning and Kubler-Ross's theory of grief. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]