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Mezirow (1989) stated that a disorienting dilemma is the trigger for transformative learning. It stimulates learners to use the tool of critical analysis to critically examine different perspectives, to examine their own presuppositions, which are impacted by their ways of thinking, norms, and habits, and to take actions on new perspectives. He stated that:
Each transformation of a meaning perspective requires a disorienting dilemma; a recognition of a critical analysis of presuppositions, the way that cultural norms have impacted to shape old ways of understanding and the consequences of these taken-for-granted habits of perception; access to alternative meaning perspectives; role models; new skills as well as understandings; a realignment of relationships; a decision to act and acting upon newly acquired insights. (p.173)
Mezirow’s transformative learning process includes an experience that causes a disorienting dilemma, critical reflection of assumptions, rational discourse, and action (Merriam, Caffarella & Baumgartner, 2007), each of which is also reflected in some other learning approaches.