This presentation by Chris Cutforth, Sheffield Hallam University, was developed to introduce academics to the University's Transformational Learning Special Interest Group. The group is open to all academics and welcomes further contributions. Its purpose is to explore how Transformative Learning (Mezirow) and related ideas can be developed and applied in academic practice.

1. TRANSFORMATIVE LEARNING
A STARTER FOR 10
Chris Cutforth

2. “Transforming Lives”
"Our mission is simple: we transform lives.
We do this by shaping our students’ futures
and preparing them for whatever they
choose to do, and by creating knowledge
that provides practical solutions to real
world challenges.“
"Our students will be confident, creative,
resilient and responsible - prepared for
whatever they decide to do."

3. Mezirow’s definition of transformative learning
“A critical dimension of learning in adulthood that
enables us to recognize, re-assess and modify the
structures of assumptions and expectations that
frame our tacit points of view and influence our
thinking, beliefs, attitudes and behaviors.”

4. Munro Turner’s definition of transformative
learning
“The learning that results in a fundamental shift in our
world view, which in turn leads to profound changes
in our thoughts, feelings, and actions.”
“It’s a shift of perception and consciousness that
dramatically and permanently alters our way of being
in the world. Transformational learning therefore
affects our understanding of ourselves, our
relationships with other people and the wider world,
the priorities we hold, and our sense of purpose and
direction.”

5. Characteristics of adult learning
• Voluntary
• Self-directed
• Experiential
• Practical and applied
• Collaborative/participatory
• Learner experiences and resources
• Learner self concepts
• Leaner histories, past and present circumstances
Cranton (2006)

6. Adult learning perspectives
• Liberalism
• Progressivism
• Behaviourism
• Radicalism
Merriam and Brockett (1997)

7. Mezirow’s theory – 10 stages
1. A disorientating dilemma
2. Self-examination with feelings of fear, anger, guilt or
shame
3. A critical assessment of assumptions
4. Recognition that one’s discontent and the process of
transformation is shared
5. Exploration of options for new roles, relationships and
actions
6. Planning a course of action
7. Acquiring knowledge and skills for implementing
one’s plans
8. Provisional trying of new roles
9. Building competence and self confidence in new
roles and relationships
10. A reintegration into one’s life on the basis of
conditions dictated by one’s new perspective

8. Contexts
• Formal learning environments
• Workplaces
• Communities
• Personal and family contexts

9. Knowledge domains
• Technical knowledge
• Practical or communicative knowledge
• Emancipatory knowledge
Cranton (2006)

10. Key concepts
• Frames of reference
• Habits of mind
• Points of view
• Perspective transformation
• Individuation

11. Frames of reference
Structures of assumptions and expectations on which
our thoughts, feelings and habits are based. These
may include rules, criteria, codes, language,
schemata, cultural canon, ideology, standards and
paradigms.
Frames of reference are often the result of early
socialization, including the influence of significant
others - family, teachers, peers and mentors.

12. Frames of reference
Frames of reference commonly operate at the sub-conscious
level suggesting lines of action that we are likely to follow
unless brought into critical reflection.

13. Habits of mind
A set of assumptions that act as a filter for interpreting
the meaning of experiences; these can be
sociolinguistic, moral-ethical, epistemic,
philosophical, psychological and aesthetic.
Habits of mind often lead to behavior preferences and
ways of thinking and behaving in certain situations
and towards others.

14. Clusters of meaning schemes - expectations, beliefs,
feelings, attitudes, judgments - that tacitly direct and
shape a specific interpretation and determine how we
judge, typify objects, and attribute causality.
Points of view

15. Perspective transformation
The process by which we transform our taken for
granted frames of reference to make them more
inclusive, discriminating, open, emotionally open to
change and reflective, so that they may generate
beliefs and opinions that will prove more true and
justified to guide future actions.

16. Reflection
Critical reflection is of vital importance to
transformational learning, distinguishing between
critical self-reflection and the ability to exercise
reflective judgment (Mezirow, 2003)

17. Reflective discourse
A key tool for fostering transformational learning.
Reflective discourse is used when there is reason to
question the comprehensiveness, truth,
appropriateness or authenticity of what is being
asserted, or to question the credibility of the person
making the statement (Mezirow, 1997).

18.  Content reflection
 Process reflection
 Premise reflection
Cranton (2006)
Types of reflection

19. Individuation
The process by which individuals differentiate
themselves from the general, collective society.”
(Jung, no date)
The process of individuation may involve
differentiating ourselves from significant others and
the questioning of assumptions and perspectives that
were uncritically absorbed through early socialization.
(Cranton, 2006)

20.  Over-emphasis given to rational thought and
reflection
 Lack of recognition given to affective learning
 Simplicity of the linear model
 The individual nature of TL
 No account given to group or organisational
learning
 Lack of attention given to power, hegemony,
individual and cultural differences
 The lack of attention given to the role of TL in
promoting and fostering social action and social
change
Critique of Mezirow’s theory

21.  How to create suitable disorientating dilemmas
 How to create safe and secure transformative
learning environments
 How to cope with individual learner characteristics
and preferences
 How to facilitate gradual transfer of authority away
from the tutor to the learner
 For some practitioners, the need to re-examine
preconceived values and beliefs about their
primary role as ‘experts’ towards becoming
facilitators of learning
Implications for adult education practice

22. TL journals
The Journal of Transformative Education
Adult Education Quarterly

23. Transformative learning in action!!

24. References
CRANTON,Patricia(2006) Understandingand Promoting Transformative
Learning,Jossey-Bass.
MERRIAM, SharanB (2004)The Roleof CognitiveDevelopmentinMeziro’s
TransformationalLearningTheory,AdultEducation Quarterly,Vol.55, No 1,
November2004, 60-68.
MEZIROW, JackandAssociates(2000), Learningas Transformation:Critical
Perspectives ona Theory inProgress.Jossey-Bass.
MEZIROW, Jack,TAYLOR, EdwardandAssociates(2009), Transformative
Learningin Practice:Insights formCommunity, Workplaceand HigherEducation.
Jossey-Bass.