Transformational Learning

                                                     Penn State, 2014

           Jack Mezirow developed Transformational Learning Theory in the 1980’s, offering a theory of education that is uniquely adult oriented, abstract, and based in the nature of human communication (Taylor, 1998). It portrays learning as a process of using a prior interpretation to construct a new interpretation of the meaning of one’s experience; therefore, affecting future action (Taylor, 1998). Utilizing Transformational Learning Theory is valuable in educating experienced nurses (Caputi, 2010).

“In transformational learning, one’s values, beliefs, and assumptions

compose the lens through which

personal experience is mediated and made sense of”

(Merriam, 2004, p. 61)

Mezirow’s phases of transformational learning (Caputi, 2010):

• The presentation of a disorienting dilemma
• A self-examination of feelings with a critical assessment of assumptions
• A recognition that the discontent and the process of transformation are related
• The exploration of new roles, relationships, and actions
•  A plan of a course of action
• The acquisition of the knowledge and skills necessary for implementing the new plan
• The testing or trying on of new roles
• The developing of competence and confidence in the new role  
•  A reintegration of the new paradigm or new perspective into their life (Caputi, 2010).

                               Microsoft Images, 2013

Certain themes characterize Mezirow’s theory. The main theme in his work is the centrality of experience. The learner’s experience is the starting point and basis for transformational learning theory. Experience is described as being socially constructed, so that it can be deconstructed and acted upon (Taylor, 1998). The second theme is critical reflection, which is described as questioning the integrity of assumptions and beliefs based on prior experiences (Taylor, 1998). Rational discourse is the third subject of utmost importance, wherein the new learning is discussed and evaluated (Merriam, 2004).

The focus of Transformational Theory is on the

process of how we learn to

“negotiate and act on our own purposes, values, feelings, and meanings rather than those we have uncritically 

assimilated from others” (Mezirow, 2000, p. 8).

Features in a Transformational Learning Environment:

•        Encouragement of reflection
•             Holistic orientation of the learning process
•             Acceptance of others’ beliefs
•             Cultivation of the awareness of alternate ways of learning
•             Environment characterized by trust and caring
•        Atmosphere of openness, safety, and emotional support (Cooper, n. d.)

References:

Caputi, L. (2010). Teaching nursing: The art and science (Vol. 1). Glen Ellyn, IL: College of

DuPage Press.

Cooper, S. (n. d.). Jack Mezirow: Transformational Learning. Retrieved from http://www .lifecircles-inc.com/Learningtheories/humanist/mezirow.html

Merriam, S. B. (2004). The role of cognitive development in Mezirow’s Transformational

Learning Theory. Adult Education Quarterly, 55(1), 60-68. doi:10.1177/0741713604268891

Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. San Francisco: Jossey-Bass.

Taylor, E. (1998). Transformational learning theory: An overview. Retrieved fromhttp://files.eric.ed.gov/fulltext/ED423422.pdf