Transformative learning involves experiencing a dramatic shift in one's basic premises, perspectives, and ways of understanding the world. It can be prompted by unexpected life events and involves critically examining, questioning, and revising one's beliefs and values. Supporting transformative learning requires understanding differences in learners' styles, cultures, and backgrounds. The process can lead to conflict but helps people become their fullest selves and more open to alternative views.

1. TRANSFORMATIVE LEARNING
BARBARA O’GORMAN
YORKVILLE UNIVERSITY

3. Play video
https://youtu.be/Nz_KfqwuZYo?t=1m56s

4. Transformative learning involves
experiencing a deep, structural shift
in the basic premises of thought,
feelings, and actions. It is a shift of
consciousness that dramatically and
permanently alters our way of being
in the world. Such a shift involves
our understanding of ourselves and
our self-locations; our relationships
with other humans and with the
natural world; our understanding of
relations of power in interlocking
structures of class, race and gender;
our body awarenesses; our visions of
alternative approaches to living; and
our sense of possibilities for social
justice and peace and personal joy.

7. People may not always deliberately set out to
critically question their beliefs and values; many
times transformative learning is prompted by an
outside event and that event may be unexpected,
hurtful, or devastating (Cranton, 2006, p. 6)
Transformative learning is a process of
examining, questioning, validating, and revising
our perspectives (Cranton, 2006, p. 23)

8. In our efforts to support transformative learning we need to be conscious of not only the
person’s preferred individual lifestyle, but as much as possible that person’s social context.
Raciality, ethnicity, and gender are a part of the personal and social being – they constitute the
experience of being the world and inform a person’s worldview (Cranton, 2006, p. 176).

9. Supporting Transformative Learning requires a good understanding of individual differences in
style, gender, psychological preferences, values, culture, race and gender (Cranton, 2006, p.
176).

11. In applying transformative learning to curriculum evaluation, one looks for evidence of critical
reflection in terms of content, process and premise (Mezirow, 1991)

13. • Participatory learning takes place
in discussions (Brookfield,
2004). A discussion is different
from a debate because
participants verbalize their diverse
implicit beliefs and put them in
perspective in an inclusive
environment (Brookfield,
2004). The outcomes of a
discussion can be “problem
solving, concept exploration, and
attitude change” (Brookfield,
2004, p. 210). Mezirow (2003)
stated the conditions for discourse
were “skills, sensitivities, and
insights” (p.60). Also, participants
should be opened minded, non-
judgmental, and primed to
challenge one’s own assumptions
(Mezirow, 2003).

15. Transformative learning is the process through which
transformational change happens. Jack Mezirow, long
considered the first major proponent of the field,
defined transformative learning this way:
Transformative learning 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. Such frames of reference
are better than others because they are more likely to
generate beliefs and opinions that will prove more
true or justified to guide action. (2003, pp. 58-59)

16. According to Cranton, learning occurs when “an individual
encounters an alternative perspective and prior habits of
mind are called into question”; and it occurs as a dramatic
event or a “gradual cumulative process” (2006, p. 23). For
Mezirow, transformative learning “may be epochal, a
sudden, dramatic, reorienting insight, or incremental,
involving a progressive series of transformations in related
points of view that culminate in a transformation in habit
of mind” (2000, p. 21). Dirkx proposed that transformative
learning can be as much a process of everyday occurrences
as a “burning bush” phenomenon (2006, p. 132).

17. The greatest barrier to transformative learning may
be what Kegan and Lahey identified as our built-in
“immunity to change,” which fights any cognitive,
affective, or behavioral force attempting to change
the status quo. What facilitates transformation is the
formulation of an adaptive challenge that produces
a significant internal conflict, in Kegan and Lahey’s
words, an “optimal conflict” (2009, p. 54).

21. The very nature of transformative learning raises ethical issues. Transformation can lead to
conflict in a person’s life – within the family, community and culture (Cranton, 2006, p. 179).

22. Jung describes the analytic process as including awareness of personal unconscious contents such as dormant character
traits, attitudes, and abilities followed by discovering your role as a social being – your place in the world where you fit
according to your talents and abilities, your vocation. Then in the stage of transformation, you become more fully the
person you were always meant to be (Cranton, 2006, p. 197).

23. Vision of Transformative Learning
"Changes (1999 Remastered Version)" by David Bowie
https://youtu.be/OwuYfuJA83c

24. References
Brown, L. M., & Posner, B. Z. (2001). Exploring the relationship between learning and leadership.
Leadership & Organization Development Journal, 22(5/6), 274.
Cranton, P. (2006). Understanding and promoting transformative learning: A guide for educators
of adults (2nd ed.). San Francisco, CA: Jossey-Bass.
Dirkx, J. M., Mezirow, J., & Cranton, P. (2006, April). Musings and reflections on the meaning,
context, and process of transformative learning: A dialogue between John M. Dirkx and Jack
Mezirow. Journal of Transformative Education, 4, 123-139.
Henderson, G. M. (2002, June). Transformative learning as a condition for transformational
change in organizations. Human Resource Development Review, 1(2), 186-214.

25. References continued
Kegan, R. (2000). What “form” transforms? A constructive-developmental approach to
transformative learning. In J. Mezirow & Associates, Learning as transformation: Critical
perspectives on a theory in progress (pp. 35-69). San Francisco, CA: Jossey-Bass.
Kegan, R., & Lahey, L. L. (2009). Immunity to change: How to overcome it and unlock the
potential in yourself and your organization. Boston, MA: Harvard Business Press.
Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J.
Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in
progress (pp. 3-33). San Francisco, CA: Jossey-Bass.
Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education,
1(1), 58-63.
Taylor, K., Marienau, C., & Fiddler, M. (2000). Developing adult learners: Strategies for teachers
and trainers. San Francisco, CA: Jossey-Bass.