What is Transformative Learning

Learning that results in a change in thought and approach.

An approach to education that invites us to consider who we are in relation to others and to pursue positive change on behalf of these known and unknown others. Focused on shared sense-making and practical action, it requires us to build relations of mutual trust, truth, values and understanding.

The process of affecting change in a frame of reference. Learning to make interpretations from the person’s own beliefs, judgments and feelings and consciously define the meaning of the experience ( Mezirow, 1997 ).

The kind of learning which nurtures autonomous thinking by allowing individuals to construct knowledge through their experience in the world.

The process of becoming critically aware of our assumptions which may result in a change in perspective and acting upon these new understandings.

“The process by which people examine problematic frames of reference to make them more inclusive, discriminating, open, reflective and emotionally able to change” (Cranton, 2006, p. 36).

Broadly defined as the process by which previous assumptions are brought to light and expanded/replaced in favor of new understandings ( Mezirow, 1991 ), “a deep, structural shift in basic premises of thought, feelings, and actions” ( O'Sullivan, 2003 , p.326), as well an examination of how “uncritically accepted and unjust dominant ideologies are embedded in everyday situations” ( Brookfield, 2000 , p. 36).

A process of learning that creates a substantial or profound change in the habits, ideas and/or outlook of an individual.

The process of using information received from a teacher and creating new knowledge by using higher order thinking skills.

How learners comprehend, validate, reflect on, and reformulate the meaning of their experience.

It is a theory of learning that empowers learners to see the social world differently and through an ethical lens, so that they will challenge and change the status quo as agents of change.

An adult learning theory that involves the learner experiencing a transformation in their perspective after integrating new information into their worldview.

It refers to the process by which we transform our take-for-granted frames of reference (meaning perspectives, habits of mind, mind-sets), to make them more inclusive, discriminating, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action. Through transformative learning, personality-integrated knowledge is developed on the basis of which associations can be freely made in all subjectively relevant contexts.

Learning that requires going beyond information and knowledge and challenging the assumptions based on which knowledge is based leading to new perspectives and approaches.

A process of getting beyond gaining factual knowledge alone to instead become changed by what one learns in some meaningful way. It involves questioning assumptions, beliefs and values, and considering multiple points of view, while always seeking to verify reasoning.8

Learning that challenges old views through a process of disorientation and self-examination which ultimately leads to a change in opinion or behavior.

Learners who are getting new information are also evaluating.

A deep shift in perspective that leads to a more open, better justified, and more discriminating frame of reference.

The process of effecting change in a frame of reference by critically reflecting on assumptions and beliefs and consciously making and implementing plans that bring about new ways of thinking.

The slow and infrequent process of changing one’s assumptions or beliefs.

Learning that reshapes one’s outlook, and one’s approach to future situations, particularly from instances that are disorienting within an academic or professional environment – leading to a paradigmatic shift in beliefs, behaviors and goals.

The process of deep, constructive learning in which learners consciously make meaning of one’s experiences to construe new perspectives and/or understandings that guide future undertakings.

A revision of conceptions or assumptions and includes a process by which individual learners construct knowledge through critical reflection.

A process of examining, questioning, validating, and revising perceptions which is based on constructivist assumptions of adult learning. According to Mezirow (2003, p. 58) it “is learning that transforms problematic frames of reference—sets of fixed assumptions and expectations (habits of mind, meaning perspectives, mindsets)—to make them more inclusive, discriminating, open, reflective, and emotionally able to change”.

The process of becoming critically aware of our assumptions which may result in a change in perspective and acting upon these new understandings

This is when an individual becomes aware of having limitations in their views so through self-examination and critical reflection they explore alternatives and through this process they change their perspective and find new meaning. Reflective writing is a critical part of the process of transformative learning. It has been argued by Lang (2009) that ‘transformative learning’ should aim to explore different perspectives in a non-challenging and accessible manner.

Transformative learning is essentially about an individual changing some aspect of their perspective. The change is usually a result of a process in which the individual has identified their belief or perception to be erroneous and needs to be corrected. To better understand Mezirow’s theory, Confucius needs to be brought to light. Confucius’s humanistic assertions regarding learning and reflection have inspired generations of teachers and learners, while the theory of transformative learning is relatively new.

The process that involves the development of new perspectives through critical reflection of assumptions.

Transformative learning is a process of enhancing consciousness through transformation of frames of reference or basic world views and awareness and understanding of one’s self. This process is fostered by consciously directed processes such as working imaginatively with symbolic content received from the unconscious and critically analyzing underling premises and assumptions about one’s self and one’s being in the world.

Is the process of constructive and deep learning which moves beyond straightforward knowledge acquisition to critically impact on how learners make conscious meaning of their lives and decision-making processes.

The process of effecting change in a frame of reference or the structure of assumptions and belief systems through which meaning is made from experience ( Mezirow, 1997 ).

The process of effecting change in a frame of reference. Frames of references are the structures of assumptions through which we understand our experiences.

This type of learning is when a person is changed in some way as the result of the learning.

It often refers to the theory of reflectivity as it is currently used in Europe. The key concept in transformative learning is critical reflection. According to its chief proponent, Jack Mezirow, individuals’ meaning perspectives are transformed through a process of construing and appropriating new or revised interpretations of the meaning of an experience as a guide to awareness, feeling, and action. Transformative learning can simply be explained as learners making sense or meaning of their experiences. Both inner experience and external situations are important to critical reflection. However, the chief proponent of this theory was primarily interested in perspective transformation, which may lead to change in cognitive domain, affective domain, and psychomotor domain of learning. Transformative learning became popular in North America since its inception in the early 1980s. More and more universities in North America offer a course in this area. It is said that the theory has been applied to various groups of learners although it has been criticized for lack of social attention. Transformative learning was later expanded by scholars such as Patricia Cranton in Canada and Kathleen P. King in the United States. Finally, Wang and King (2006 , 2007 ) made a connection between Mezirow’s transformative learning and Confucianism by publishing a journal article and a book chapter. Despite criticisms, the theory of transformative learning has remained a useful and powerful theory in the field of adult learning and it does help explain how learners achieve perspective transformation via its three types and seven levels of reflectivity. The three types and seven levels of reflectivity do not deviate very far from Confucianism, which emphasizes silent reflection and the rectification of the mind in order to reach sagehood.

Process for assessing meaning of new information in a relevant and rational manner and subsequently developing a plan of action.

Beliefs developed through a shift in adult thinking causing adult emancipation.

is the process by which people transform their views, perceptions, and beliefs when faced with a disorienting dilemma.

A constructivist theory of learning in which an individual deeply explores their assumptions and perspectives to meaningfully change to their frames of reference.

Involves a shift from the basic traditional learning style to digitized learning that incorporates three dimensions: psychological, convictional, and behavioral, aimed at increasing the depth of learning.

Based on Jack Mezirow’s work (1979, 1990), this adult learning theory explains and describes how adults navigate the 10 stages which progress from disorienting dilemma to perspective transformation. For those who work with adult learners this theory provides insight into their coping strategies and needs.

A process of examining, questioning, validating, and revising perceptions which is based on constructivist assumptions of adult learning. According to (Mezirow, 2003, p. 58) it “is learning that transforms problematic frames of reference—sets of fixed assumptions and expectations (habits of mind, meaning perspectives, mindsets)—to make them more inclusive, discriminating, open, reflective, and emotionally able to change”.

Learning that alters how individuals think and interact in the world.

A process of individually or collectively changing perspectives, which has three distinguishable dimensions of psychological response, convictional attitude, and behavioural change.

An adult learning theory that details the transformative changes in the learner especially experiences which shape the learner and produce a significant impact, or paradigm shift ( Mezirow, 1981 ).

The Western Governors University blog states that transformative learning is one theory of learning that particularly focuses on adult education. Transformative learning focuses on the idea that learners can adjust their thinking based on new information.

In literature, transformative or transformational learning is interchangeable. It is about change in the way that the learners see themselves and the world in which they live. Mezirow (1994) has defined “The social process of constructing and appropriating a new or revised interpretation of the meaning of one’s experience as a guide to action” (p. 222-3).

Deep, foundational modifications or restructuring of how one views themselves, others, and the world around them ( Merriam & Baumgartner, 2020 )

The process of effecting change in a frame of reference; a rational and analytical process that helps in the expansion of consciousness through the transformation of basic worldview and specific capabilities of the self.

An individual may experience a “transformational process” while learning which may lead to individual change. It emphasizes that adults confront their own beliefs and myths through learning and this leads them to engage in problem-solving efforts, which become a critical component of adult learning.

Learning that brings about a change of perspective in the learner.

A process in which the taken-for-granted frames of reference have been reconstructed, modified, or evolved with newly acquired meaning from one’s experience.

Is a deep shift in perspective that leads to more open, more permeable, better justified, and discriminating meaning perspectives.

Is the process by which we transform problematic frames of reference (mindsets, habits of mind, meaning perspectives) – sets of assumption and expectation – to make them more inclusive, discriminating, open, reflective and emotionally able to change. Such frames are better because they are more likely to generate beliefs and opinions that will prove truer or justified to guide action. Frames of reference are the structures of culture and language through which the individuals construe meaning by attributing coherence and significance to our experience. Individuals selectively shape and delimit their perception, cognition and feelings by predisposing their intentions, beliefs, expectations and purposes. These preconceptions set individuals’ ‘line of action’. Once set or programmed, individuals automatically move from one specific mental or behavioural activity to another, and have a strong tendency to reject ideas that fail to fit their preconceptions. A frame of reference encompasses cognitive, conative and affective components, may operate within or outside awareness and is composed of two dimensions: a habit of mind and resulting points of view (e.g., Mezirow, 2009 ). In simple words, transformative learning is about the critical and reflective learning for living.

Through transformative learning a student becomes increasingly aware of the information that surrounds them. Students explore this information, test assumptions and expectations, and beginning to think critically about this new information in order to make a tacit change in behavior or action.

It is a newer theory in adult education as popularized by Jack Mezirow through his cutting edge publications in North America. The theory itself has inspired numerous journal articles and dissertations. It is still being widely critiqued, analyzed, and applied in different fields.

The idea that adult learners can adjust the world thinking based on new information that is acquired.

is learning that engages students to question their own assumptions, beliefs, feelings, and perspectives in order to develop personally and intellectually (Boyd & Meyers, 1988).

This involves a re-framing of assumptions that provide a different perspective on the world. As such, transformative learning leads to “respect for others, self-respect, willingness to accept responsibility for the common good, willingness to welcome diversity and to approach others with openness” ( Mezirow, 2001 , p. 14). It should be noted that this concept of transformative learning assumes that the aforementioned characteristics are positive, but the pronouncement that these are positive characteristics is a social construct.

Learning that empowers and motivates individuals to act as change agents towards a more just society.

A revision of conceptions or assumptions and includes a process by which individual learners construct knowledge through critical reflection.

A process of individually or collectively changing perspectives, which has three distinguishable dimensions of psychological response, convictional attitude, and behavioural change.

A style of pedagogy in which a student’s current paradigm is challenged by an event or experience in which the existing paradigm is no longer valid, thus causing the student to alter or change paradigms accordingly.

Learning that uses techniques that can bring about a change in perspectives, values, and behaviour of learners.

Learning characterized by a shift in the identity or self-concept of the learner, in contrast to processes in which the learner becomes more proficient or knowledgeable but does not undergo a shift in identity.

A process of individually or collectively changing perspectives, which has three distinguishable dimensions of psychological response, convictional attitude, and behavioural change.

A process of individually or collectively changing perspectives, which has three distinguishable dimensions of psychological response, convictional attitude, and behavioural change.

A theory developed by Mezirow (1990 AU53: The in-text citation "Mezirow (1990" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , 1991, 2000) which gives an account of how learners change their meaning and frames of reference. Learners use critical reflection to examine their beliefs and assumptions; typically involves a “disorienting dilemma” or major transition.

The process by which newly gained (or changed) perspectives provide better insight and understanding.

A process of individually or collectively changing perspectives, which has three distinguishable dimensions of psychological response, convictional attitude, and behavioural change.

Changing one’s assumptions by transforming perspective or worldview.