Table of ContentsRoots of Mezirow's Transformational Learning Theory Background, Assumptions, and PrinciplesDomains of Learning and Perspectives of MeaningMain Stages of Transformative LearningConclusionThe Theory Jack Mezirow's Transformative (sometimes called transformational) learning emphasized the importance of integrating experience into a person's worldview. Grounded in constructivist principles, transformative learning occurs as an active exploratory process, after an individual experiences a disruptive event (what Mezirow calls a disorienting dilemma), requiring understanding and critical evaluation of previously learned assumptions to affect its frame of reference. This article presents some important aspects of Mezirow's theory. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essay The Roots of Mezirow's Transformational Learning Theory Learning is a lifelong activity because human beings are constantly absorbing new information and knowledge from every experience. We all learn. However, theorists differ in their views on the factors that enable or support human learning. According to behaviorists who focus on observable behaviors, like BF. Skinner, learning is something people do in response to external stimuli; while cognitive theorists like Jean Piaget, Edward Tolman and Albert Bandura attempt to explain human behavior by focusing on internal mental process as the basis of learning. Constructivist perspectives view learning as an active, contextualized process of knowledge construction rather than simple acquisition. , in which the belief is that knowledge is constructed on the basis of hypotheses previously drawn from personal experiences and the environment. First introduced by Jack Mezirow in 1978, transformative or transformational learning theory focuses on the processes involved in critically realizing and evaluating one's own and others' tacit assumptions and expectations that inform the interpretations by which meaning is created. Based on several core constructivist assumptions and influenced by principles of humanistic theory and social learning, the theory has changed the way we view adult learning by revealing many insights about the role of prior learning, critical reflection and rational discourse in interpreting the meaning of one's experiences. Learning refers to how an individual learns through experiences that cause a change in their perspective or worldview. This type of learning is usually the result of a major life event or change, such as when a person becomes a parent, starts a new job, or receives a terminal diagnosis. Although not always triggered by extreme events, transformational learning can occur from any situation or event that elicits strong emotional reactions and/or facilitates a different way of seeing and thinking about the world around us . These life events, or personal crises, constitute what Mezirow calls disorienting dilemmas and are considered the catalyst for transformation. Going far beyond describing how people simply acquire knowledge, Mezirow's theory explores howpeople can discover meaning and fundamentally change their perceptions from new ideas and understandings through a process of critical reflection and validity testing. Understanding Mezirow's theory of transformative adult learning helps to begin to grasp the deep, structured change experienced by individuals as they learn from experiences constructed through their own frames of reference and perspectives of meaning. Transformative learning, in practical terms, can help an individual become a more critical, more reflective, more autonomous and, ultimately, more responsible human being. This article presents some of the underlying assumptions, key concepts, and important dimensions of Mezirow's model.theory.Background information, assumptions, and principlesJack Mezirow (born 1923 in North Dakota) was an American sociologist known for his work on adult learning. He received his bachelor's and master's degrees in social sciences from the University of Minnesota and a doctorate in adult education from the University of California, Los Angeles. He spent years as a consultant to the United Nations and other U.S. and world agencies before joining the faculty at Teachers College in 1968. Mezirow worked as professor emeritus of adult and continuing education at Columbia University before passing away in September 2014. In his book Transformative Dimensions of Adult Learning, Mezirow credits the work of Paulo Freire as a major influence on his understanding of the learning process. It was through a reconceptualization of Freire's theorizing on conscientization, or critical consciousness of the world, that Mezirow came to understand a missing element of his own work. Freire argued that there is a transformative relationship between a person's awareness of sociocultural reality (which shapes their life) and their capacity to actively transform it. Upon his realization, he underwent a shift in his own perspectives of meaning that provided him with a personal context to reflect on while constructing his theory of transformative learning. Mezirow's time working with Roger Gould while studying the difficulties that arise as adults develop psychologically was an influential factor. precursor. Exploring how adult learners overcome barriers to learning developed in childhood through transformative experiences added a psychological component to the model, leading Mezirow to conclude that learning difficulties arise from “distorted concepts about the formation and use of knowledge”. Another major influence on Mezirow's work, and a key contributing factor to the conceptualization of his theory was his experience witnessing his wife's transformation, in her learning processes, when she returned to university to complete his undergraduate studies. Inspired by his experience, he began a massive study of adult women returning to school that laid the foundation for much of his learning theory. It is also clear to see the influence that elements of other important theories have had on Mezirow's theory of transformative learning. In particular Jurgen Habermas' theory of communicative action in expanding learning domains as part of a transformative process, and with his description of the role of argumentation and rationality; and Thomas Kuhn's perspectives on paradigms. Kuhn's paradigm refers to "a set of ways of seeing, methods of inquiry, beliefs, ideas, values ​​and attitudes that influence conductof scientific inquiry,” which becomes synonymous with Mezirow’s perspective of meaning (the lens through which we see the world). learning theory is based on constructivist assumptions that human beings actively participate in the construction of their reality; this process is a continuous and constant activity focused on change and novelty; and the experience is validated through communicative and reflective action. Mezirow asserts that meaning is created through learning; humans construct knowledge from personal experiences by interpreting individual experiences. The way we see the world is the result of our perceptions and constitutes our perspectives of meaning. People's perceptions and assumptions are influenced when they sense incongruity with what is already believed to be true or what is expected in a given situation. He further believed that our actions are guided, orthogenetically, toward a frame of reference with a more inclusive self-image and integration of experience; ideas are either rejected or actively incorporated in direct correspondence with a person's motivation and intention. This occurs through a process of critical reflection that involves interpreting meaning, questioning assumption structures and validating, using elements of each person's social dimension. The theory further relies on the assumption that several things are crucial for learning. First and foremost, learning requires a context or situation in which learning must occur. Additionally, people must be able to understand and have a habit of mind that encompasses the way they see the world based on their background, experience, culture, and personality. Third, they must have a communication system that facilitates problem solving, as is necessary for the application of critical thinking and rational discourse. Finally, Mezirow argues that the way we evaluate and interpret our situations is based on a self-concept that includes elements related to how a person perceives themselves or their personal identity. Domains of Learning and Perspectives of Meaning Adapted from German sociologist and philosopher Jurgen Habermas. domains of learning, Mezirow asserts that transformative learning has two fundamental foci – instrumental learning and communicative learning – and that it occupies a third domain of emancipatory learning. Instrumental learning occurs by manipulating parts of the environment and focuses on problem solving and evaluating cause and effect relationships. While instrumental learning focuses on "how" to control things in the physical realm, communicative learning is concerned with how people communicate and how we come to understand the meaning of what is being communicated. . Communicative learning involves being understood – by oneself and others – and understanding the perceptions of others. When a person becomes aware of problematic assumptions, in either of these areas, an emancipatory interest impels them to engage in a process of critical self-reflection or discourse "to identify and challenge question of distorted frames of reference. Through the process of emancipatory learning, we gain knowledge and awareness of how our psychosocial assumptions shape and constrain our views; this is where transformational learning happens. How we come to know the things we believe is at the heart of the theory, and Mezirow believed that meaning-making isfocused and formed within the constraints and limitations of what we already hold to be true (whether accurate or not). within our existing frames of reference or structures of meaning. These structures are made up of assumptions (based on values, beliefs, knowledge, feelings and experiences) that contribute to our understanding and interpretation of the world around us. They include distortions, biases, stereotypes, moral conscience, social norms, learning styles, philosophies, worldviews, patterns, preferences, and unquestioned or unexamined perceptions. The two types of meaning structures are meaning perspectives and meaning schemes. Perspectives of meaning are the general structure of assumptions that inform our interpretations of life experiences. While meaning schemas are the specific components (beliefs, attitudes, judgments) that shape a particular interpretation, meaning perspectives are made up of multiple meaning schemas that provide people with an explanation of things. Fundamentally, a meaning perspective serves as a frame of reference or backdrop for interpreting and evaluating the meaning of any experience. Many of our meaning perspectives are generated from meaning patterns formed in early childhood, through acculturation, without intentional reflection; Over time, if they are reinforced and consistent with our experiences, they become ingrained and are therefore more difficult to change. Mezirow divided meaning perspectives into three categories: epistemic, sociolinguistic, and psychological. What we know, our knowledge base and what we know how to do with it, forms our perspective of epistemic meaning. This is shaped by cognitive and learning factors such as developmental stages, personal intelligence, thinking style (abstract concrete), span of awareness, sensory perceptions, attention, evaluation external and internal.criteria and reflectivity. Through our interactions with others and the influence of society, we develop a social self and what Mezirow calls a sociolinguistic meaning perspective. Elements such as social norms, roles, culture, language, scripts, ethnocentrism, philosophical theories, and secondary socialization guide one's perspective of meaning in one's relationship with others. Finally, how we feel and perceive ourselves constitutes our perspective of psychological meaning. The “personal, private self” is informed by our self-concept, locus of control, tolerance of ambiguity, inhibitions, psychological defense mechanisms, neurotic needs, and attachment styles. Patterns of meaning and perspectives can be questioned, created and transformed. Mezirow emphasized that learning occurs by refining or elaborating our meaning schemas, acquiring new meaning schemas, transforming meaning schemas, and transforming meaning perspectives. When transformation occurs in a meaning perspective or meaning schema, a prior assumption is modified. Using instrumental learning, we attempt to determine the truth through objective measures, such as testing a hypothesis about what will happen when you press a button. However, in the absence of empirical methods to test our presuppositions, we employ communicative learning methods to establish the validity or justification of our beliefs by reflecting (both introspectively and publicly) on the content, process and the premises of our understandings. can reflect, discuss and criticize: the exact nature (content) of a situation; the process,.