1. Transformative Learning Theory
Agenda for February 28
Finishing Up! Readiness to Engage in Self-Directed
Learning
Reaction to Where I’m From / Educational
Autobiographies – Questions for the authors
An overview of Mezirow’s Transformative Learning
Theory
Transformative Learning as Change
3. – In childhood, learning is formative (derived
from formal sources of authority and
socialization)
– In adulthood, learning can become
transformative, as adults are more capable
of seeing distortions in their own beliefs,
feelings, and attitudes
Mezirow’s Transformative
Learning Theory (1978, 1991)
4. “We are caught in our own histories”
(Mezirow, 1991)
– We individually assimilate the culture of which
we are a part
– We uncritically adopt idiosyncrasies from
primary child care givers / authority figures in
childhood.
– We have many intentionally and unintentionally
learned theories about the world, some of which
may no longer be serving us well
5. Mezirow’s Definition of
Transformative Learning
“The process of using a prior
interpretation to construe a new or
revised interpretation of the meaning of
one’s experience in order to guide future
action”
Dr. Jack Mezirow, 1991
6. Human Communication and
the Learning Process
– Human beings share a defining need to
understand the meaning of their experiences
– We seek agreement on the meaning and
justification for our understandings and beliefs
– We seek more functional beliefs
– We want to act on our beliefs
7. Two Domains of Learning in
Mezirow’s theory, derived from Jurgën
Habermas
– Instrumental learning
is learning to control
and manipulate the
environment or other
people, e.g., task-
oriented learning
– Communicative
learning is learning
what others mean
when they
communicate with us.
This involves feelings,
intentions, values,
moral issues, and
meanings.
8. Key Points in Transformative
Learning Theory
Constructivist perspective of reality
Defines learning as making meaning of experience
Adults make meaning of experiences by examining, questioning,
validating, and revising beliefs, values, attitudes, and feelings
Interpretations of experience are called “meaning structures.”
Meaning structures filter and provide the context for
understanding experience.
Meaning structures consist of points of view, habits of mind, and
frames of reference
9. Points of View
• Consist of meaning schemes
• Specific attitudes, knowledge, beliefs, value
judgments, and feelings involved in making
interpretations
• Are more changeable than habits of mind or
frames of reference
• Are transformed when we become critically
reflective on the content of a problem or the
process of problem-solving
10. Habits of Mind
– Older TL language referred to these as
“meaning perspectives”
– Clusters of meaning schemes constitute an
overarching view or a rule system for guiding
behavior and action
– Can be transformed (revised) when we become
critically reflective on the premise of a problem
11. Frames of Reference (worldview)
– Mindsets of orienting assumptions and expectations. They
predispose us to view the world in a certain way.
– Frames of reference include:
– Values, affective dispositions, moral and aesthetic preferences,
paradigms, learning preferences, and sense of self
– They involve orienting habits of mind and resulting points of
view. They shape, delimit, and often distort the way we make
meaning of our experience
– Frames of reference are derived from the culture, language, and
the idiosyncrasies of caregivers / authority figure. They are
often acquired tacitly, without explicit awareness of their origins
12. Learning becomes transformative …
…when meaning structures are revised or re-framed
to include perspectives (habits of mind and points of
view) that are more inclusive, differentiated, and
permeable, in the sense of being open to alternative
viewpoints and ways of thinking.
Thus, transformative learning is not an everyday
occurrence. Not every experience is transformative.
13. Find a partner in the class
to interview
An Exercise to Examine
Your Experience in
becoming a Medical /
Health Professional
14. Why doesn’t all experience
lead to expansion of
meaning or a transformed
perspective?
15. EXPERIENCE
Learning
Experience attended
to and reflected on
Non-Learning
Experience not
attended to
Non-significant
(can involve
expansion in meaning,
but not significantly
valued)
Significant
(subjectively valued and has
personal impact involving
expansion or transformation)
TL:
Merriam and Clark, 1993
16. Mezirow Believed that Learning
Occurs in Four Ways
1. Learning within existing points of view (expanded
meaning)
2. Learning/developing a new point of view
3. Revising or re-framing points of view (meaning
scheme transformation)
4. Revising or re-framing habits of mind or worldview
(perspective transformation)
17. Perspective Transformation
• Requires critical reflection on the content, processes,
and premises underlying our untested assumptions of
reality
• Results in a revised “worldview”
• Can be dramatic and epochal: a disorienting dilemma
• Can be incremental through gradual accumulation of
changes to meaning schemes
18. Mezirow’s Early Conception of the
Ten Phases of a Perspective
Transformation
1. Disorienting dilemma
2. Self-examination
3. Critical assessment of assumptions
4. Recognition that one’s discontent and
the process of transformation is shared
5. Exploration of options
6. Planning a course of action
7. Acquiring knowledge and skill
necessary for acting on new meaning
8. Trying on new roles provisionally
9. Building competence and self-
confidence
10. Reintegrating the new perspective
into one’s life
19. Mezirow’s Ideal Conditions for
Discourse (from Habermas)
– Have accurate and complete information
– Be free from coercion and distorting self-
deception
– Be able to weigh evidence and assess
arguments “objectively”
– Be open to alternative points of view and to
care about the way others think and feel
20. Ideal Discourse, continued
– Be able to become critically reflective of assumptions and
their consequences
– Have equal opportunity to participate in the various
roles of discourse
– Be willing to accept an informed, objective, and rational
consensus as a legitimate test of validity until new
perspectives, evidence, or argument are encountered
and established as yielding better judgments.
21. Development in Adulthood
– Mindful learning process
– Phased and transformative
– Meaning clarification through expanded
awareness and reflection
– Movement towards fuller realization of
agency
22. How viable is
Mezirow’s view of TL in
medical education?
In the education of physicians and
healthcare professionals? Faculty,
residents, and students
23. Role of an adult educator – true for
medical / health professions?
To support and encourage transformative learning that
creates more inclusive, discriminating, and integrative
perspectives for the adult learner
How?
Challenge untested assumptions
Encourage critical reflection and critical self-reflection
Create ideal conditions for dialogue
24. Mezirow’s Assumptions about the
Education of Adult Learners
– There is no such thing as a value free education
– Adult educators are never neutral
– The most insidious effects of power are when
people feel insecure enough not to have a voice---
and therefore do not participate
