Pioneered by Jack Mezirow Presented by Vivian Scott EDUC 8101: How Adults Learn: Theory and Research

Session Objectives  Participants will be able to define Transformative Learning Theory  Participants will be able to identify each of the stages of transformative learning theory in context  Participants will examine the use of transformative learning theory in their work with adult learners

Roles of the Adult Learner Most adult learners serve simultaneously in multiple roles. An event related to any one of these roles could trigger the start of the transformative learning process (disorienting dilemma).

Disorienting Dilemma  A disorienting dilemma is triggered by a life crisis or major life transition  Transformative learning always begins with a disorienting dilemma (Mezirow, 1997)

Stages of Transformative Learning  Disorienting Dilemma  Self-examination (guilt/shame)  Critical assessment of assumptions  Recognition that others have negotiated a similar change  Exploration of options  Planning a course of action  Acquisition of new knowledge/skills  Provisionally trying out new roles  Building of competence and self-confidence  Paradigm shift

Click the video below to watch three adult learners describe their journey through the transformative learning process. Click here if the video does not load (opens in a new window).here Adult Learners in Action After viewing the video, reflect on the following three questions: What was each adult learner's "disorienting dilemma?" Are you able to identify the moment of self-examination in each? Did they each finally reach a place of increased self-confidence?

Implications for Adult Educators  Each student has a different reason for deciding to pursue higher education  Adult educators must realize that each reason is reflected in varying levels of receptivity to change  Perceptive adult educators can assist the adult learner as they navigate through the transformative learning process

Additional Reading on Transformative Learning Theory  Bridges, W. (2009). Managing transitions: Making the most of change (3 rd ed.), Cambridge, MA: Da Capo Press.  Brookfield, S.D. (2010). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass.  Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco: Jossey-Bass.  Habermas, J. (1984). The theory of communicative action: Reason and the rationalization of society. Boston: Beacon.  Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.  Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education (74)  Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass  Moon, P. J. (2011). Bereaved Elders: Transformative Learning in Late Life. Adult Education Quarterly, 61(1), Retrieved from EBSCOhost.  Stanley, P. (2008). Lessons from a 2-year college ‘master class’. Chronicle of Higher Education. Retrieved from  Tsao, J., Takahashi, K., Olusesu, J. & Jain, S. (2006). Transformative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved February 11, 2011 from

Click here Click here to join the discussion on our Adult Transformative Learning Wiki at WikiSpaces.com. Discussion and Questions