IndexThe Roots of Mezirow's Transformative Learning TheoryBackground Information, Assumptions, and PrinciplesLearning Domains and Meaning PerspectivesMain Stages of Transformative LearningConclusionTransformative Learning Theory (a sometimes referred to as transformational) by Jack Mezirow emphasized the importance of integrating experience into a person's worldview. Grounded in constructivist principles, transformative learning occurs as an active exploratory process, after an individual experiences a disruptive event (what Mezirow calls a disorienting dilemma), requiring an understanding and critical evaluation of previously learned hypotheses to influence the own frame of reference. This article outlines some important aspects of Mezirow's theory. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original EssayThe Roots of Mezirow's Transformational Learning Theory Learning is a lifelong activity as humans constantly acquire new information and knowledge from every experience. We all learn. However, theorists differ in their perspectives on the factors that enable or support human learning. According to behaviorists who focus on observable behavior, such as BF. Skinner, learning is something people do in response to external stimuli; while cognitive theorists such as Jean Piaget, Edward Tolman, and Albert Bandura attempt to explain human behavior by focusing on the internal mental process as the basis for learning. Constructivist perspectives view learning as an active and contextualized process of constructing knowledge rather than simply acquiring it. , where the belief is that knowledge is constructed based on assumptions previously learned from personal experiences and the environment. First introduced by Jack Mezirow in 1978, transformative or transformative learning theory focuses on the processes involved in becoming critically aware of and evaluating one's own and others' tacit assumptions and expectations that inform the interpretations, through which one is created the meaning. Based on several core constructivist assumptions and influenced by humanist principles and social learning theory, the theory has changed the way we view adult learning by revealing many insights into the role of prior learning, critical reflection and rational discourse in interpreting the meaning of one's experiences. Transformative learning refers to the way an individual learns through experiences that cause a change in his or her perspective or worldview. This type of learning is typically the result of a major life event or change, such as becoming a parent, starting a new job, or receiving a terminal diagnosis. While not always caused by extreme events, transformative learning can occur from any situation or event that elicits strong emotional reactions and/or facilitates a different way of looking at and thinking about the world around you. These life events, or personal crises, constitute what Mezirow calls disorienting dilemmas and are seen as the catalyst for transformation. Going well beyond the scope of describing how people simply acquire knowledge, Mezirow's theory explores how people can discover meaning and radically change their perceptions from new insights and understandings through a process of critical reflection and validity testing.Understanding Mezirow's theory of transformative adult learning helps to begin to grasp the deep and structured change experienced by individuals as they learn from experiences constructed through their own individual frames of reference and meaning perspectives. Transformative learning, in practical terms, can help an individual become a more critical, self-reflective, autonomous and ultimately more responsible human being. This paper outlines some of the underlying assumptions, key concepts, and important dimensions of Mezirow theory. Background Information, Assumptions, and Principles Jack Mezirow (born 1923, North Dakota) was an American sociologist known for his work on adult learning. She earned bachelor's and master's degrees in social sciences from the University of Minnesota and holds a doctorate in adult education from the University of California at Los Angeles. He spent years as a consultant for the United Nations and other U.S. and world agencies before joining the faculty of Teachers College in 1968. Mezirow served as professor emeritus of continuing and adult education at Columbia University before dying in September 2014. book Transformative Dimensions of Adult Learning, Mezirow credits the work of Paulo Freire as a major influence on his understanding of the learning process. It was through a newfound conceptualization of Freire's theorization of conscientization, or critical consciousness of the world, that Mezirow came to understand a missing element of his own work. Freire argued that there is a transformative relationship between awareness of one's sociocultural reality (which shapes one's life) and the ability to actively transform it. After his realization, he underwent a shift in his meaning perspectives that provided a personal context to reflect on as he constructed his theory of transformative learning. Mezirow's time working with Roger Gould as he studied the difficulties that arise as adults develop psychologically was an influential precursor. Exploring how adult learners overcome learning obstacles developed in childhood through transformative experiences added a psychological component to the model, which led Mezirow to conclude that learning difficulties stem from "distorted concepts about education and use of knowledge". and a key factor that contributed to the conceptualization of his theory was his experience witnessing his wife's transformation, in her learning processes, when she returned to college to complete her undergraduate education. Inspired by her experience, she began a massive study of adult women returning to school that laid the foundation for much of her theory of learning. It is also clear to see the influence that elements of other major theories have had on Mezirow's transformative learning theory. In particular Jurgen Habermas's theory of communicative action in expanding the domains of learning within a transformation process and with its description of the role of argumentation and rationality; and Thomas Kuhn's perspectives on paradigms. Kuhn's paradigm refers "to a set of ways of seeing, methods of inquiry, beliefs, ideas, values, and attitudes that influence the conduct of scientific inquiry" which becomes synonymous with Mezirow's meaning perspective (the lens through which we see the world). Transformative learning theory is based on the constructivist assumption that human beings actively participate in the construction of their reality; that process is an ongoing and constant activity centered on change andnovelty; and the experience is validated through communicative and reflective action. Mezirow ascertains that meaning is created through learning; humans construct knowledge from their personal experiences as they interpret individual experiences. How we see the world is the result of our perceptions and constitutes our perspectives on meaning. The perceptions and assumptions that people have are affected when they experience an inconsistency with what they already believe to be true or what is expected in a given situation. He also believed that our actions are guided, orthogenetically, towards a frame of reference with a more inclusive self-image and integration of experience; ideas are rejected or actively incorporated in direct correspondence with a person's motivation and intention. This occurs through a process of critical reflection that involves interpreting meaning, challenging presupposition structures, and validating and utilizing elements of one's social dimension. The theory is based on the further assumption that several things are crucial for learning, firstly, learning requires a context or situation within which learning must occur. Furthermore, people must be able to understand and have a habit of mind that encompasses their way of seeing the world based on their background, experience, culture and personality. Third, they must have a communication system that facilitates problem solving, as is necessary in the application of critical reflection and rational discourse. Finally, Mezirow argues that the way we evaluate and interpret our situations is based on a self-concept that includes elements related to how a person sees himself or his personal identity. Learning Domains and Meaning Perspectives Adapted from the German sociologist and philosopher Jurgen Habermas learning domains, Mezirow states that transformative learning has two fundamental foci – instrumental and communicative learning – and that it occupies a third domain of emancipatory learning. Instrumental learning occurs through manipulation of parts of the environment and focuses on problem solving and evaluating cause-effect relationships. Where instrumental learning focuses on “how” to control things in the physical realm, communicative learning examines how people communicate and how we come to understand the meaning of what is communicated. Communicative learning involves being understood – by oneself and others – and understanding the perceptions of others. When a person becomes aware of problematic assumptions, in one of these domains, an emancipatory interest pushes him or her to engage in a process of self-reflection or critical discourse “to identify and challenge distorted frames of reference.” Through the process of emancipatory learning, we gain knowledge and become aware of the ways in which our psychosocial assumptions shape and constrain our opinions; this is where the transformational inclination occurs. How we come to know the things we believe is central to the theory, and Mezirow believed that meaning-making is focused on and formed within the constraints and limits of what we already hold to be true (whether accurate or not) in our existing frames of reference or structures of meaning. These structures are made up of assumptions (based on values, beliefs, knowledge, feelings and experiences) that contribute to our understanding and interpretation of the surrounding world. They include distortions, prejudices, stereotypes, moral conscience, social norms, learning styles, philosophies, worldview, models,unquestioned or unexamined preferences and perceptions. The two types of meaning structures are meaning perspectives and meaning schemas. Meaning perspectives are the broad-based structure of assumptions that inform our interpretations of life experiences. While meaning schemas are the specific components (beliefs, attitudes, judgments) that shape a particular interpretation, meaning perspectives are made up of different meaning schemas that provide people with an explanation for things. Fundamentally, a meaning perspective serves as an orienting frame of reference or backdrop for interpreting and evaluating the meaning of any experience. Many of our meaning perspectives are generated from meaning schemas formed in early childhood, through acculturation, without intentional reflection; over time, if they are strengthened and congruent with our experiences, they become ingrained and are therefore more difficult to change. Mezirow divided meaning perspectives into three categories: epistemic, sociolinguistic, and psychological. What we know, our knowledge base, and what we know how to do with it, shapes our perspective of epistemic meaning. This is shaped by cognitive and learning factors such as developmental stages, personal intelligence, thinking style (abstract concrete), scope of awareness, sensory perceptions, attention, external-internal evaluation and reflectivity. Through our interactions with others and the influence of society, we develop a social self and what Mezirow called a sociolinguistic perspective of meaning. Things such as social norms, roles, culture, language, scriptures, ethnocentrism, philosophical theories, and secondary socialization direct the perspective of meaning in relation to others. Ultimately, how we feel and see ourselves constitutes our perspective of psychological meaning. The “personal-private self” is informed by our self-concept, locus of control, tolerance of ambiguity, inhibitions, psychological defense mechanisms, neurotic needs, and attachment styles. Both meaning patterns and perspectives can be challenged, created, and transformed. Mezirow emphasized that learning occurs by refining or elaborating our meaning patterns, acquiring new meaning patterns, transforming meaning patterns, and transforming meaning perspectives. When transformation occurs within a meaning perspective or meaning scheme, a prior assumption is modified. Using instrumental learning, we attempt to determine the truth through objective measures, such as testing a hypothesis about what will happen when you press a button. However, in the absence of empirical methods to test our assumptions, we use communicative learning methods to establish the validity or justification of our belief by reflecting (both introspectively and publicly) on the content, process, and premises of our understandings. knows how to reflect, discuss and criticize: the exact nature (content) of a situation; the problem-solving process (which may be useful or relevant to encounters with similar situations); or the basis (premise) on which it rests. Examining these aspects of personal and social beliefs and assumptions through rational discourse can help identify any biases, blind spots, or inconsistencies. Mezirow argued that certain conditions must be met for rational discourse to affectively enable a person to transform distorted assumptions or “arrive at a more evolutionarily advanced perspective of meaning.” Ideally, participants should (1) have,.