Scott Withrow
EDUC-8101-1 How Adults Learn: Theory and Research
Presentation Outline
Title of Presentation:
Mezirow’s Transformative Learning Theory
I.
Introduction
 Participant Introductions
 Level Setting/Why we are here
 Expected Outcomes/Learning Objectives
i. Participants will gain an understanding of Mezirow’s perspective on
Transformative Learning
ii. Participants will gain an understanding of the key components of Mezirow
Transformative Learning Theory
iii. Participants will understand how Mezirow’s theory relates to other
Transformative Learning Theories
iv. Participants will be introduced to the supporting work of proponents of
Mezirow’s Theory
v. Participants will be introduced to noted critiques of the Mezirow’s
Transformative Learning Theory
II.
Transformative Learning Theory – Powerpoint Presentation
Background and Influences
 Thomas Kuhn
 Paradigms
 Perspective Transformation
 Frame of Reference
 Roger Gould
 Developmental Psychiatrist
 Transformations
 Harvey Siegal
 Critical Thinking
 Rationality
 Relativism
 Jurgen Habermas
 3 domains of learning
2
 Perspective Transformation
 Reflective Discourse
 Paulo Freire
 Conscientization
 3 levels of consciousness
 Habits of the mind
 Disorienting Dilemma
 Critical Self Reflection
Mezirow’s Theory & Perspective
 Definition
Assumptions
 Cannot trust what they believe. There are no fixed truths
 Have a strong unrelenting desire to create meaning from our experiences
 Derive meaning by projecting preconceived value symbols to new experience based
on prior developed frames of reference
 Continually search for more dependable beliefs and understandings
 Validate instrumental learning through empirically testing assertions of truth
 Validate communicative learning through self-reflection and discourse
 Are expected to negotiate their own meanings rather than simply accept those of
others
Key Concepts
 Meaning Schemes/Meaning Perspectives/Meaning Making
 Experience
 Critical Reflection
 Reflective Discourse
 Action
 Types of Learning – Mezirow identifies three
 Instrumental Learning
 Communicative Learning or Dialogic
 Self Reflective
 Disorienting Dilemma
 Critical Reflection
 Rational Discourse
 Development
3
Mezirow’s 11 Steps
1. a disorienting dilemma
2. self-examination with feelings of guilt or shame
3. a critical assessment of assumption
4. recognition that one's discontent and process of transformation are shared and that
others have negotiated a similar change
5. exploration of options for new roles, relationships, and actions
6. planning of a course of action
7. acquisition of knowledge and skills for implementing one's plans
8. provisionally trying out new roles
9. Renegotiating relationships and negotiating new relationships
10. building of competence and self-confidence in new roles and relationships
11. reintegration of new assumption into one's life on the basis of conditions dictated
by one's new perspective
Transformative Leaning in Practice


In Education
o
Role of Teacher
o
Role of Learner
In the Workplace
Alternate Points of View/Critiques








Robert Boyd
Larry Daloz
Sharan Merriam
Paulo Freire
Mark Tennant
Edward Taylor
Conclusion
Impact of Mezirow’s Theory
Questions and Evaluation
4
Scott Withrow
EDUC-8101-1 How Adults Learn: Theory and Research
Handout
Jack Mezirow Transformative Learning Theory
Introduction
Expected Outcomes/Learning Objectives
 Participants will gain an understanding of Mezirow’s perspective on Transformative Learning
 Participants will gain an understanding of the key components of Mezirow Transformative
 Learning Theory
 Participants will understand how Mezirow’s theory relates to other Transformative Learning
Theories
 Participants will be introduced to the supporting work of proponents of Mezirow’s Theory
 Participants will be introduced to noted critiques of the Mezirow’s Transformative Learning
Theory
Definition Transformative Learning Theory:
Key Concepts:
Meaning Schemes/Meaning
Perspectives/Meaning Making
Experience
Critical Reflection
Reflective Discourse
Action
5
Mezirow’s 11 Steps
1.
a disorienting
dilemma
2.
self-examination
with feelings of
guilt or shame
3.
a critical
assessment of
assumption
4.
recognition that
one's discontent
and process of
transformation
are shared and
that others have
negotiated a
similar change
5.
exploration of
options for new
roles,
relationships, and
actions
6.
planning of a
course of action
7.
acquisition of
knowledge and
skills for
implementing
one's plans
8.
provisionally
trying out new
6
roles
9.
Renegotiating
relationships and
negotiating new
relationships
10. building of
competence and
self-confidence in
new roles and
relationships
11. reintegration of
new assumption
into one's life on
the basis of
conditions
dictated by one's
new perspective
Transformative Leaning in Practice
Role of Teacher
Role of Learner
Alternate Points of View/Critiques
 Robert Boyd

Larry Daloz

Sharan Merriam

Paulo Freire

Mark Tennant

Edward Taylor
7
Impact of Mezirow’s Theory
Questions and Notes
References
Clark, C., & Wilson, A. (1991). Context and Rationality in Mezirow's Theory of
Transformational Learning. Adult Education Quarterly, 41(2), 75-91.
Dirkx, J. (2000). Transformative Learning and the Journey of Individuation. Clearinghouse on
Adult Career and Vocational Education, 200(223), .
Imel, S. (1998). Transformative Learning in Adulthood. ERIC Clearinghouse on Adult Career
and Vocational Education, 200, .
Merriam, S. (2004). The Role of Cognitive Development in Mezirow’s Transformational
Learning Theory. Adult Education Quarterly, 55, .
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood: A
Comprehensive Guide (3rd ed.). San Francisco: Jossey-Bass.
8
Mezirow, J. (1994). Response to Mark Tennant and Michael Newman. Adult Education
Quarterly, 44(4), 243.
Mezirow, J. (1994). Understanding Transformation Theory. Adult Education Quarterly, 44(4),
222-232.
Taylor, E. (1997). Building Upon the Theoretical Debate: A Critical Review of the Empirical
Studies of Mezirow's Transformative Learning Theory. Adult Education Quarterly,
48(1), 34-59.
Tennant, M. (1993). Perspective Transformation and Adult Development. Adult Education
Quarterly, 44(1), 34-42.