Running head: MEZIROWS TRANSFORMATIONAL THEORY

Federico R. Lastra
Critical Reflection: Mezirows Transformational Theory
Florida International University

MEZIROWS TRANSFORMATIONAL THEORY

Critical Reflection: Mezirows Transformational Theory

Brief Overview of the Theory
The goal of Mezirows Transformational Theory is to develop autonomous thinking and
catalyst an effective change based on a frame of reference, and this is done based on our
responses from a holistic perspective in which we judge, understand, and evaluate our
experiences. Ultimately, this becomes the way in which the adult learner defines their world. As
a result, this can either be positive or negative with how it is applied, but ideally it should be a
positive affirmation of development which opens them up to influences and behaviors which
move them forward. However, this process does not happen on its own, it is empowered by and
requires critical reflection, which within itself is a higher form of thinking and consciousness of
oneself. What is also required is an ability to recognize cause-and-effect relationships the use of
logic, awareness and control of emotions, empathy, and to think abstractly are required. Of
course, these require ideal transformative conditions for assuring that the process is purposeful.
Usually a transformative experience is one in which we encounter an emotional or life changing
experience which catapults the learner into a position where they have no choice but to change
who they are and how they think; ultimately transforming into this new ideal frame of reference
state (Mezirow, 1991).
Theory in Terms of other Scholars
The theory does attempt to explain from the view point of frame of reference how adults
make sense of the world around them by redeveloping the points-of-view and constructing a new
perspective in which to interpret and react to the world around them. The way in which they

MEZIROWS TRANSFORMATIONAL THEORY

perceive and interpret this information will affect their learning processes and defines their
meaning perspective. The meaning perspective defines how the learner interprets and
experiences, and this is a valuable tool as it serves as a guide in which to define and measure
reactions and interpretations of the information received. The frame of reference has two
dimensions: the usual way in which we perceive and how it is viewed, and this in turn provides
the meaning to the experience and formats the schemata on which the learner bases their
attitudes and value judgments. This is of particular interest since it is perception dictating the
course of the transformative learning experience, moreover, it is the meaning scheme which
drives the learning outcome (Caffarella & Baumgartner, 2007).
With this said, it is of particular interest how it is pointed out that not all learning is
transformativewe can learn simply by adding knowledge to our meaning schemesand it can
be a crucially important experience for the learner (Caffarella & Baumgartner, 2007, p. 133).
However, with these habits of mind that affect the schemata and perceptions of the adult learner
rely heavily on an automated sequence of events, that are formed by pre-existing ideals fostered
from personal experience and require higher level of consciousness, which requires emotion, and
emotion without a conscious awareness or even with can sometimes mislead the learner. To its
detriment, it can even cloud their judgment and lead them to misinterpret the situation all
together, and cause them to react to something that was misinterpreted; therefore, not reacting in
such a positive transformative way, which is the ideal goal. This implies that this theory would
be best served by the use of a mentor or coach who has already gained affirmative control of
their consciousness to help or guide the adult learner along applying this theory to the learning
process (Kitchenham, 2008).

MEZIROWS TRANSFORMATIONAL THEORY

Relevance as an Adult Learner

A guide or mentor would work best towards the application of Mezirows
Transformational Theory, such as those that are within any number of the recovery programs
which require a mentor/sponsor to help guide the sponsee/recovering addict into a spiritual
transformation to help them treat their disease of alcoholism through a traditional teaching
method of using the texts of Alcoholics Anonymous: The Story of how Many Thousands of Men
and Women have Recovered from Alcoholism (2001) and Twelve Steps and Twelve Traditions
(1981). Alongside the nontraditional teaching methods of sharing ones journey through these
transformational experiences. These experiences take place in group settings, alongside the
guidance of a sponsor who helps with the interpretation and application of the text, and enhanced
by their own personal experience. Although the materials are there for the adult learner to engage
in independent learning, and possibly this can be attempted to be applied by the
sponsee/recovering addict, it is best served when guided by a sponsor/mentor which helps the
adult learner to transform their way of thinking by pointing out the old patterns that did not work
for them before. Forcing the sponsee/recovering addict to reconstruct their self-defeating learned
behaviors and thought patterns, so that the recovering addict may experience a personal and
spiritual transformation, which results in learning how to live with newly developed and
healthier schemata based on newly acquired frames of reference (Alcoholics Anonymous, 1981,
2001).

MEZIROWS TRANSFORMATIONAL THEORY

References
Alcoholics Anonymous. (1981). Twelve steps and twelve traditions. New York, NY: Alcoholics
Anonymous.
Alcoholics Anonymous. (2001). Alcoholics anonymous. The story of how many thousands of
men and women have recovered from alcoholism. New York, NY: Alcoholics
Anonymous.
Caffarella, R.S. & Baumgartner, L.M. (2007). Transformational learning. In R.S. Caffarella &
L.M. Baumgartner (Eds.), Learning in adulthood. A comprehensive guide (3rd ed., pp.
130-158). San Francisco, CA: John Wiley & Sons.
Kitchenham, A. (2008). The evolution of John Mezirows transformative learning theory.
Journal of Transformative Education, 6, 104-123. doi: 10.1177/1541344608322678
Mezirow, J. (1991). Transformative learning: Theory to practice. Retrieved from
http://ehis.ebscohost.com.ezproxy.fiu.edu/ehost/pdfviewer/pdfviewer?
vid=7&sid=1f5075e1-76e7-4179-b7c0-4794035bf7f6%40sessionmgr10&hid=7