AN EXTENDED VIEW OF TRANSFORMATIVE LEARNING

THEORY

by
Iqtidar ul Hassan
Adult and Continuing Education
To
Mitsunori Misawa

Department of Leadership
University of Memphis
December, 5, 2015
ABSTRACT
Mezirrows transformative learning theory is the extensively researched theory,
particularly in the adult education. The theory extended in face of heavy critique. Mezirow
himself attempted to expand the scope of the theory and practice of the transformative learning
theory through his subsequent writings. But there emerged alternative conceptions of the theory
which brought into fore new dimensions of the transformative learning. In this paper I have tried
to elaborate that extended view of the transformative learning. In practice the transformative
learning has been limited to the field of adult education. There is almost no research on its

applicability in the children education. I have tried to prove how the transformative learning can
be used in children education.
KEYWORDS
Transformative learning, adult education, transformation

Introduction
Monotony is antithesis of contentment, fortune, progression, happiness
and prosperity; that is why it is abhorred instinctually and despised as the
most abominable attribute by all religious and nonreligious sages. It implies
that change and transformation is the loved option. What triggers us to
transform is an instinctual drive to make meaning of our daily lives. Because
there are no enduring truths, and change is continuous, we cannot always be
assured of what we know or believe. It therefore becomes imperative in
adulthood that we develop a more critical worldview as we seek ways to
better understand our world. (Taylor, 2008). Developing more reliable

beliefs, exploring and validating their fidelity, and making informed decisions
are fundamental to the adult learning process. It is transformative learning
theory that explains this learning process of constructing and appropriating
new and revised interpretations of the meaning of an experience in the
world.
Search Strategy
I preferred studying the original sources, so I started from Mezirrows
writings. The pattern that I found there was the extending of the theory in
response to various critiques and the practice of the theory of transformative
learning theory. In order to find the other dimensions aided to Mezirowa
transformative learning theory I found Tayolors writing most useful. For the
alternative concepts of the transformative learning theory I studied the
original work of Janik, Tisdell, Freire and OSullivan. For its practice I studied
Christie, Carey, Robertson, & Graingers work. I also studied Haas and
Saravanamuthu for the practice of transformative learning theory in schools
and higher education. What I noticed was that there was little work available
on the use of transformative learning theory in regular higher education and
the school kids. Since the transformative learning has been limited to adult
education that is why the utility of the theory in the school and regular
higher education class has been little researched.
Summary of the Research

Most of the research available on the transformative learning is on the

expanding the scope of the theory. New dimensions of the theory has been
researched on. What are the implication of new conceptions on practice is
the extensively discussed aspect of the transformative learning theory.
What I found missing in the research is the scarcity of studies on the
application of the transformative theory in the higher education regular
classes and almost no study on the application of the theory in kids
education. Various studies prove the possibility of the application of the
transformative learning theory in the school education. Haas (2015) has
studied the use of transformative learning theory on kindergarten children.
Chung & McBride (2015) have studied the social emotional learning in the
middle school. They have proved that positive youth development which has
the same goals as that of the transformative learning theory can successfully
be achieved in the middle school. Freire (1984) stands for emancipatory
education and his work endorse the use of transformative learning theory in
school education.
Transformative Learning Theory
According to Mezirow, this theory explains how adult learners make
sense or meaning of their experiences, how social and other structures
influence the way they construe that experience, and how the dynamics
involved in modifying meanings undergo changes when learners find them to
be dysfunctional (Mezirow, 1991). Mezirows theory owes much to the work

of Gurgen Habermas (Christie, M., Carey, M., Robertson, A., & Grainger,
2015). Habermas postulates different types of actions motivated by different
types of reasons. The Strategic or Action uses unilateral, non-inclusive
means to achieve its aims when the end is considered important enough.
Communicative Action uses understanding and agreement, via a process of
rational and fair discourse, to achieve a mutually acceptable end
(Gougoulakis & Christie, 2012). Transformative Learning is built upon the
concept of communicative action.
Jack Mezirows theory is much more focused on individual
transformation but it too emphasizes rational and non-coercive dialogue as a
means to make a change for the better (Christie, M., Carey, M., Robertson,
A., & Grainger, 2015). The aim of transformative learning is to help
individuals challenge their current assumptions which fail to make meaning
of their daily lives. As a consequence they change their perspectives and find
which are a more fully developed (more functional) frame of reference . . .
one that is more (a) inclusive, (b) differentiating, (c) permeable, (d) critically
reflective, and (e) integrative of experience (Mezirow, 1996, p. 163). This
includes a mental shift as well as a behavioral one. The hope of
transformative learning is that better individuals will build a better world.
Mezirow (1979) has listed this elements of transformative learning:
1. Disorienting dilemma
2. Self-examination

3. Sense of alienation
4. Relating discontent to others
5. Explaining options of new behaviour
6. Building confidence in new ways
7. Planning a course of action 8. Knowledge to implement plans
9. Experimenting with new roles
10. Reintegration.
According to Mezirow rational reflective thinking is the major tool in
transformative learning. Transformation starts with a disorienting dilemma
and through reflective thinking a paradigm shift occurs. Mezirow (1997) gives
the concept of Autonomous Thinking, which means the understanding,
skills, and disposition necessary to become critically reflective in discourse to
ones own assumptions and to engage effectively in discourse to validate
ones beliefs through the experience of others who share universal values
( Mezirow, 1997).
Mezirrow has introduced certain other terms to explain his theory.
According to him transformation is a change in a frame of reference. A
frame of reference encompasses cognitive, conative, and emotional
components, and is composed of two dimensions: habits of mind and points
of view. Habits of Mind are broad, abstract, orienting, habitual ways of
thinking, feeling and acting influenced by assumptions that constitute a set

of codes. Point of View is the complex of feelings, beliefs, judgments, and

attitudes we have regarding specific groups (Mezirow, 1997). This change in
the frame of reference takes place through reflective thinking. Refining his
theory further he clarified the notion of reflection saying it could involve
content reflection- reflection on what we perceive, think, feel, or act upon.
Process reflection is an examination of how we perform these functions of
perceiving, thinking, feeling, or acting (Mezirow, 1991, pp. 107-108,
emphasis in original) Premise reflection is going deeper, asking why we
perceive, think, feel, or act as we do (p. 108).

Extending Transformative Learning Theory through Critique

Menzirows theory of transformative learning has been subject to
criticism since he had first put it forward. In face of those critiques he has
refined his theory. In light of growing body of research on his theory, Mezirow
has acknowledged that emotions, intuition, context, and relationships play a
role in the transformational learning process, although still secondary to the
critical cognitive aspects (Baumgartner, 2012). According to Taylor (2008)
due to a universal acceptance of Mezirows psycho-critical view of
transformative learning it was assumed that there is a singular conception of
transformative learning. But there are growing alternative conceptions of the
transformative learning. There are a variety of alternative conceptions of

transformative learning theory that refer to similar ideas and address factors
often overlooked in Mezirows dominant theory of transformation, such as the
role of spirituality, positionality, emancipatory learning, and neurobiology.
Merriam (2001) has discussed three alternative perspectives in
contrast to Mezirows psycho-critical perspective of learning: Psychoanalytic,
psycho-developmental, and social emancipatory. Psycho-analytic view of
transformative learning is seen as a process of individuation, which involves
discovery of new talents, a sense of empowerment and confidence, a deeper
understanding of ones inner self, and greater sense of self-responsibility
(Boyed and Meyers, 1988; Cranton, 2000; Dirkx, 2000). Central to psychodevelopmental view of transformation is epistemological change across
lifespan (a change in how we make meaning), not just change in behavior
repertoire or quantity of knowledge (Daloz, 1986; Kegan, 1994). Goal of the
social emancipatory view of transformative learning is to challenge and
transform oppressive structures in society. This is about transformation at
both the individual and social levels. In Paulo Freirs view these processes are
inseparable (Merriam & Bierema, 2013. pp. 88). Taylor (2008) has discussed
four additional views of transformative learning: neurobiological, culturalspiritual, race-centric, and planetary. Neurobiological view of transformative
learning is brain based, it says that brain structure changes with learning
process and as such it offers neurobiological, physically base pathway to
transformative learning (Jenik, 2005). Cultural-spiritual is concerned with the
connection between individuals and social structuresand the notions of

the intersecting positinalities (Tisdell, 2003, p. 256). Race-centric puts the

oppressed folk at the center where they are subject to transformative
experience. It is a conception of transformative learning that is culturally
bounded, oppositional, and non-individualistic (Taylor 2008, p. 8). Planetary
view of transformational learning considers the life holistically and takes all
the issues in education in totality. Transformative learning involves
experiencing a deep, structural shift in the basic premises of thought,
feelings, and actions. It is a shift of consciousness that dramatically and
irreversibly alters our way of being in the world. Such a shift involves our
understanding of ourselves and our self-locations; our relationships with
other humans and with the natural world; our understanding of relations of
power in interlocking structures of class, race and gender; our body
awarenesses, our visions of alternative approaches to living; and our sense
of possibilities for social justice and peace and personal joy OSullivan
(1999).
Implications for Practice
According to Mezirow (1997), to facilitate transformative learning,
educator must trigger disorienting dilemma, help learners in paradigmatic
change, assist learners in discourse which is necessary to validate what and
how one understands, or arrive at best judgment regarding a belief. According
to Saravanamuthu, (2015) through critiques the transformative learning

theory extended and carries these practical attributes: (a) A disorienting

dilemma. (b) Educators help learners become critical aware of their own and

others assumptions. (c) Discourse for making meaning by validating what,

how, and why one understands. (d) Educator create learner-centered,
participatory and interactive context that is conducive to emancipatory and
critical thinking. (e) Though learning is self-directed but students are first
provided with and alternative framework in order to make sense of their new
intellectual experience. (f) Self-directed Learning.
According Mezirow (1997), transformative learning theory is particular
for adults. Meaning making is the gist of adult education (Lindeman, 1989).
Since meaning is not only an epistemological experience but also ontological,
therefore a holistic learning experience is required the realization of this goal.
The transformative learning theory is about to bring this deep and holistic
change learners intellectual, interactional and spiritual disposition.
Christie, Carey, Robertson, & Grainger, (2015) have studied the
practicing of transformative learning theory through action research. Their
study has proved the efficacy of the transformative learning theory in adult
professional education.
Since the transformative learning theory has a social and emancipatory
dimension (Merriam & Bierema, 2013), for the purpose of creating a social
consciousness and conscientization the transformative learning theory can
be utilized in adult education. Pavlidis (2015) has done a detailed study on
this topic.

Relating scientific knowledge with broader socio-developmental goals

accompanied by humanistic sensitivity, students in the higher education
need to understand the relationship and to acquire the related emotionality.
For this purpose the transformative learning theory can be incorporated into
higher education practices of all disciplines. Saravanamuthu (2015) has
studied the use of transformative learning theory in an accounting class for
this purpose.
The alternative transformational concepts offer not only the possibility
of using new tools and techniques in transformational education but also of
new types of transformation. The neurobiological is the unique concept which
challenges the behaviorism, cognitivism and constructivism (Taylor, 2008). It
suggests a physical change in the brain for transformation. Arts is considered
a transformational tool. And the theory can then be used to cure mental
patients. The race-centric promotes a collective sense and also emancipatory
instincts. The spiritual concept of transformational learning endorse
meditations etc.
Chung & McBride (2015) has studied the social emotional learning in
middle school. The Positive Youth Development implies that the goals of
learning are the transformative learning goals. Positive Youth Learning is the
development of competence (ability in social, cognitive, academic, and
vocational arenas), confidence ( internal sense of overall self-worth and selfefficiency or ones self-regard), connection (positive bonds with people and
institutions), character (respect for societal and cultural rules, possession of

standard for correct behaviors, and sense of right and wrong), and caring
( compassion, contribution) Chung & McBride, (2015). What conclusion can
be drawn is that the use of the transformative learning theory can be
effectively realized for these objectives. Haas & Ashman, (2014) have
studied the use of transformative learning theory on kindergarten kids, they
have proved that have an experiential learning can be practiced through
gaming and bring about a transformation with.

Implications for Research

This study concludes that there is need of research on the applicability
of transformative learning theory in schools. Particularly its relation with the
motivational theories. Research is also required on the relationship of
transformative learning theory and community development.

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