Transformative Learning  

Ashley Row 
December 13, 2020 
EDUC 4380 
 
 
 
 

 
What is Transformative Learning? 

Transformative Learning is a theory of Jack Mezirow that is mainly used in adult 

learning. Transformative Learning is a “learning theory centered in meaning, 
addressed to educators of adults, could provide a firm foundation for a 
philosophy of adult education from which appropriate practices of goal setting, 
needs assessment, program development, instruction, and research could be 
derived”. ( Paprock, 1992, p. 195) According to this theory, the way learners 
interpret and reinterpret their sense experience (feelings, beliefs, and attitudes) 
is central to making meaning and hence, learning. Interpretations of experiences 
are called ‘meaning structures’. These meaning structures filter and provide the 
context for understanding experience. They consist of points of view, habits of 
mind, and frames of reference.  

Transformative Learning is similar to Piaget’s naturalistic epistemology, it is 

focused on the process of learning (knowing) instead of the product 
(knowledge).This theory is one of constructivism. It suggests that the acquisition 
of knowledge is tied deeply to individual interpretation. To learn is to use a 
meaning that we have already made to guide the way we think, act, or feel about 
what we are currently experiencing. Transformative learning asks that students 
be active in their knowledge creation, and thus education as transformative. The 
purpose of transformative education is to empower learners to see the social 
world differently and through an ethical lens, so that they will challenge and 
change the status quo as agents of change. 

An important part of transformative learning is dialogue. ​Dialogue is a form of 

social interaction that integrates different perspectives, including affective 
knowledge (emotion/feeling) and experiential knowledge. Dialogue’s relationship 
to cognition is that learning is active, and that learning needs to be whole and 
authentic.The learner builds new knowledge based on new sense data to 
construct knowledge. Dialogue is a form of active learning and adds new sense 
data by posing real world problems (problem solving learning) and allows the 
learner both to express prior knowledge but build on it through dialogue. During 

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the dialogue the learner's new knowledge is socially "cemented" ​. 

Can the success of Transformative Learning be translated to children learners?  

Transformative Learning has been developed specifically for adult learners. In 
childhood, learning is traditionally formative. It is derived from sources of 
authority (i.e. the teacher) and socialization with peers. In adulthood, Mezirow 
argues, learning is transformative as adults are more capable of thinking 
critically. They can see distortions in their own beliefs, feelings, and attitudes. 
The aim of transformative learning is to help individuals challenge the current 
assumptions on which they act and, if they find them wanting, to change them. 

If we were to adapt transformative learning to children learners, I think it would 

best to do so for children in middle and high school. At this point in their lives, 
these children would already have a foundational set of feelings, beliefs, and 
attitudes that could be transformed.  

The process of Transformative Learning 

“Transformative Learning is the process of examining, questioning, validating, 

and revising our perspective”. (Cranston, 2006, p.23) The process of 
transformative learning can be broken down into the following steps: 

1. Concrete Experience​- Students are faced with a real-life situation or 

problem that causes students to question their understanding. 
2. Reflective Observation​- Students examine feelings (i.e. fear, anger, 
shame) and assess assumptions they may have. 
3. Abstract Conceptualizatio​n- Exploration of new roles, relationships, and 
actions 
4. Active Experimentation​- Trying new roles, relationships, and actions. 
Building self-confidence and competence in new roles, relationships, and 
actions. Reintegrating new perspectives into one’s life.  

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How to implement Transformative Learning in the classroom 

Subjects and Topics 

Transformative Learning needs to be applied to topics that are fairly open. There 
needs to be space for students to bring forward their ​values, worldviews, and life 
experiences. The easiest subjects to connect to Transformative Learning would be 
English, Social, Health, and the Fine Arts. These subjects have many topics and 
issues that can connect to the students’ feelings, beliefs, and attitudes. Math and 
Science may be a little more challenging, but I believe that it is possible.  

Outcomes 

In order to implement transformative learning in the classroom, we need to think 

about the outcomes. We want to reflect on the content that we want students to 
know. This may include their learning processes. For example, critical thinking, 
problem solving. 

Assessments 
One question we may have is “How can we evaluate if people transformed their 
meaning perspectives”? This is not something that we can truly evaluate. Instead 
we must focus on the students’ mastery of the content in terms of meeting the 
learning outcomes. One way to address the issue of transforming meaning 
perspectives is by having the students reflect in some way. 

Activities 

The idea of transformative learning is to teach students to understand content 

through the process of learning. ​ In order to achieve the ideals of transformative 
education, we must eschew traditional teacher and learner roles and hierarchies 
in terms of learning activities. While we are still responsible for assessing 
outcomes, we need to treat students as our equals when it comes to 
transformative learning. We all have our own feelings, beliefs and attitudes that 
are worthy of being shared.   

In order to implement transformative learning, we need to start with a 

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topic/situation that may cause students to question their beliefs, attitudes, and 
value. Students need to have access to accurate and complete information. From 
there, students can have a dialogue and reflect on their learning. 

Dialogue- A dialogue is something beyond a discussion. ​Discussions tend to focus 

on articulating one's position to arrive at conclusions or to share information; 
dialogue instead focuses on understanding one another's thoughts and 
perspectives, to generate new questions and possibilities. ​Having a dialogue 
allows for students to verbalize their different implicit beliefs with each other in 
a safe environment. If the participants are open-minded and non-judgemental, 
and primed to challenge their beliefs some outcomes of a dialogue can include 
problem solving, concept exploration, and attitude change.  

Reflection- One goal of transformative learning is to foster critical reflection. This 

means “​thoughtful consideration of everyday experiences and social situations, 
with focused attention on issues of power, privilege, and social structure”. 
(critical reflection, 2019) One way to have students work towards critical 
reflection is to have them regularly reflect on their learning process. We could do 
this by keeping a journal for every subject. This journal could either be 
something specifically for the student or something that the teacher is allowed to 
read. I suggest that this is not something that is summatively assessed as it most 
likely does not relate directly to the curricular outcomes. 

One example of a transformative learning activity could be the issue of “To what 
extent should gene altering be allowed in Science?”. Students could research the 
issue and come together to have a dialogue to explore different meaning 
structures. 

Can Transformative Learning be applied to Online Learning 

With everything happening in the world right now due to Covid, it is important to think 
of how Transformative Learning can be applied to online learning. Transformative 
Learning theory can be translated to an online learning context. For some students, the 
online learning environment is more open and relaxed. Asynchronous 
dialogues/discussions allow students to have time to think of their responses. One 
downside to online learning is that it is harder to get across body language and emotions. 

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Technology can be used to enhance the transformative learning experience. 
Technologies can be used to create life like situations. Services like Zoom, Google Meet, 
and Microsoft Teams can be used to allow students to communicate in real time. While 
body language is still difficult to see, emotion and facial expressions are more clear. 

REFERENCES 

besavoy123. (n.d.). ​Transformative Learning.​ Retrieved December 14, 2020, from 

https://www.slideshare.net/besavoy123/transformative-learning-52950963 

Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative 
learning theory into practice.​ Australian Journal of Adult Learning, 55(​ 1), 9-30. Retrieved 
from 
https://search-proquest-com.ezproxy.uleth.ca/scholarly-journals/putting-transformative-l
earning-theory-into/docview/1675860133/se-2?accountid=12063 

Cranton, P. (2006). Understanding and promoting transformative learning: A guide for 

educators of adults (2nd ed.). San Francisco, CA: Jossey-Bass 

critical reflection​. (2019, April 11). Teaching-for-Transformation. 

https://www.teachingfortransformation.com/critical-reflection/ 

Keane, T., Keane, W.F. & Blicblau, A.S. Beyond traditional literacy: Learning and 
transformative practices using ICT. Educ Inf Technol 21, 769–781 (2016). 
https://doi-org.ezproxy.uleth.ca/10.1007/s10639-014-9353-5 

Noddings, Nell (2016) ​Philosophy of Education.​ Westview Press. Boulder, CO. 

Paprock, K. E. (1992). Mezirow, Jack. (1991​). Transformative Dimensions of Adult 

Learning.​ San Francisco: Jossey-Bass, Adult Education Quarterly, 42(3), 195–197. 
https://doi.org/10.1177/074171369204200309 

Taylor, E. W. (Mar 2007). ​An update of transformative learning theory: a critical review of 
the empirical research​ (1999-2005). International Journal of Lifelong Education, 26 (2), 
173-191 

  

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