Transformative Learning Theory

Origins

Introduced in 1978, Mezirow refined his theory over time as a result of critics’ reactions and his own changes in thinking. His theory emerged in the [Page 1565]1970s during a time of great change when women were demanding equality and a humanistic philosophy (respect for human dignity and the belief that individuals are basically good) could not only be seen in Mezirow’s theory but was part of the formal educational landscape. The first iteration of Mezirow’s theory resulted from a study that examined the experiences of women enrolled in reentry programs at community colleges across the nation which were designed to help them resume their education or reenter the workforce. In 1978, Mezirow and his colleagues uncovered a 10-phase process that resulted in a change in worldview.

In order to better illustrate Mezirow’s theory, a hypothetical case study follows. Sarah experienced a divorce which served as her disorienting dilemma (Phase 1). This event jolts individuals from their assumptions about the world and causes them to think differently about life. Examples include divorce, death in the family, or major family illness. Phase 2 involved looking at self—self-examination and experiencing emotions. Sarah became depressed. Next, she questioned her assumptions about women’s role in society. She believed her purpose was to be a wife and full-time homemaker, and now there were other roles to consider, including those of a single mother and full-time worker (Phase 3). As a fourth phase in the process, Sarah realized that she was not alone and that other women shared her experience. Based on these new assumptions about her role in society, Sarah explored new ways of acting (Phase 5). As she became more confident in these new roles, she made plans to act on her new way of thinking (Phase 6). Phase 7 involved regaining skills to carry out plans based on the new perspective. She looked for community college programs that would help her gain skill and decided on a short-term welding program. She looked on the Internet for single parent support groups. Next, she implemented the new plans when she enrolled in the welding program and joined the single parent support group. She began to work in a new role: As a welder (Phase 8). She then gained confidence in that role (Phase 9). Friends and relatives commented on the changes they saw in her, and Sarah integrated into society with the realization that she could be a single mother and full-time worker (Phase 10).

Mezirow noted three necessary components to the transformative learning process: (1) understanding others’ perspectives, (2) critically examining previously held assumptions, and (3) deciding whether to take action on the new perspective. Mezirow believed that the perspective transformation endured. Mezirow’s theory reflects the humanistic philosophy popular in adult education at that time. The focus on the individual, the need for support from others in the process of change, and the general belief that people can change in a supportive environment are all hallmarks of humanism.

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