Transformative learning theory is a fascinating theory in which adults are said to learn via what is sometimes referred to as deep learning. It “attempts to explain how adults make meaning from their lived experiences” (Hansman & Mott, 2010, p. 17). For quite some time, adult learning focused on transactional learning, where learners “memorized” facts. In transformational learning, however, there lies a focus on life application and the influence of that information on the adults learning process. According to Kucukaydin and Cranton (2013), transformative learning looks at what means are required for adults to identify, assess, and evaluate sources of information.
Mezirow provides theorists with four main components of the process itself. They include: elaborating existing frames of reference, learning new frames of reference, transforming points of view, and transforming habits of the mind (Merriam, Caffarella & Baumgartner, 2007). Transformative learning is viewed as a learning process where individuals attain a more profound understanding regarding what they have learned. In transformative learning, adult learners become conscious of their (and other) assumptions and beliefs. Kucukaydin and Cranton (2013) state, “This is about making personal understanding of issues or beliefs, through assessing the evidence and arguments of a point of view or issue, and being open to looking at alternative points of view, or alternative beliefs, then reflecting critically on the new information, and making a personal judgment based on a new assessment of the information” (p. 51). Transformative learning is epistemologically- and ontologically-based, which often brings about a “change in worldview” (Boucouvalas & Lawrence, 2010, p. 41).
Daloz (2012) posits that early learning theories, particularly the “transformative learning theory have been criticized as well for placing too much emphasis on cognition rather than on the full spectrum of emotional, moral, spiritual, and sensory experiences that may accompany change” (p. 242). However, I believe, as do many other theorists, that transformative learning does encompass all of these things because of the integration of learning in “more comprehensive patterns” (Daloz, 2012, p. 134).
Boucouvalas, M., & Lawrence, R. L. (2010). Adult learning. In C. E. Kasworm, A. D. Rose, & J. M. Ross-Gordon (Eds.), Handbook of adult and continuing education (pp. 35-48). Sage Publications.
Daloz, L. A. (2012). Mentor: Guiding the journey of adult learners. Jossey-Bass.
Hansman, C. A., & Mott, V. W. (2010). Adult learners. In C. E. Kasworm, A. D. Rose, & J. M. Ross-Gordon (Eds.), Handbook of adult and continuing education (pp. 13-23). Sage Publications.
Kucukaydin, I., & Cranton, P. (2013). Critically questioning the discourse of transformative learning theory. Adult Education Quarterly, 63(1), 42-56. https://doi.org/10.1177/0741713612439090
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. San Francisco, CA: Jossey-Bass.