Research Objectives Research Benefits
12 Mezirow 1998 describes a transformative learning environment as one in
which those participating have full information, are free from coercion, have an equal opportunity to assume various roles, can become critically reflective of
assumptions, are empathetic and good listeners, and are willing to search for common ground or a synthesis of different points of view. Mezirow 1998
identifies several ways to stimulate transformational learning, including journal writing, metaphors, life history exploration, learning contracts, group projects,
role play, case studies, and using literature to stimulate critical consciousness. He believes that these could stimulate critical reflection and rational discourse,
integral parts of the transformative process in his model. Mezirow strongly emphasizes that transformational learning came about through discussion and
exploration of concepts relating to these kinds of experiences, and was not an advocate of creating intense emotional experiences in transformational learning.
Roberts 1989 offers visionary thoughts for the future of education, focusing on multistate learning consistent with transformational learning. He
recognizes that topics which used to be on the fringes of orthodox research in psychology and education are starting to appear regularly in the mainstream
literature. He boldly states that the major intellectual error of our times is the failure to recognize the fundamental primacy of mind-body states, and that any
cognitive science which omits them is incomplete. The transformative learning theory was first articulated by Jack Mezirow
of Columbia University after researching factors related to the success, or lack of, of women
’s reentry to community college programs in the 1970s, with the
13 resulting conclusion that a key factor was perspective transformation. He went on
to describe a 10 phase transformation process which emerged as common to many of the women who successfully re-entered community college. Mezirow proposes
ten phases of Transformative Learning. Mezirow argues that transformations often
follow some variation of the following phases of meaning becoming clarified:
a. A disorienting dilemma
b. A self examination with feelings of guilt or shame
c. A critical assessment of epistemic, socio-cultural, or psychic assumptions
d. Recognition that
one’s discontent and the process of transformation are shared and that others have negotiated a similar change
e. Exploration of options for new roles, relationships, and actions
f. A plan of a course of action
g. Acquisition of knowledge and skills for
implementing one’s plan h.
Provision of trying of new roles i.
Development of competence and self-confidence in new roles and relationships
j. A reintegration into one’s life on the basis of conditions dictated by one’s
perspective