Transformative Learning: Empowering Individuals to Challenge Their Assumptions

and Create Positive Change

Transformational learning refers to a profound and long-lasting change in an individual's

assumptions, beliefs, values, and perspectives (Schoem & Kegan, 1991). This type of learning is
often linked to personal and social development, as people engage in critical reflection, gain new
insights, and alter their behavior. In this article, we will delve into the idea of transformational
learning and explore its scientific foundations (Cranton,1994).

The concept of transformational learning has its origins in the work of Jack Mezirow,
who defined it as "the process of becoming critically aware of one's own assumptions and
presuppositions and being willing to challenge and transform them." According to Mezirow's
theory of transformative learning, adults can experience a fundamental shift in their worldview
by reflecting critically on their assumptions and experiences (Mezirow, 1991).

Transformational learning is different from traditional forms of learning in that it goes

beyond the acquisition of knowledge or skills. Instead, it involves a deep, introspective
examination of one's own beliefs and assumptions, which can lead to a significant personal and
societal transformation (Dirkx, 2006). In essence, transformational learning involves a change in
the very way an individual perceives and interacts with the world.

Several factors are believed to facilitate transformational learning, including a supportive

learning environment, critical reflection, and the acquisition of new perspectives and knowledge.
Individuals who engage in transformational learning often report greater empowerment,
increased self-awareness, and enhanced problem-solving abilities (Mezirow,
2003).Transformational learning refers to the process of deep and lasting change in a person's
assumptions, beliefs, values, and perspectives. This type of learning is often associated with
personal and social growth, as individuals engage in critical reflection, new insights, and changes
in behavior. In this article, we will explore the concept of transformational learning and examine
its scientific underpinnings.

Why is Transformative Learning so Important?

 The theory of transformative learning, also known as transformational learning, grew out
of research conducted by Jack Mezirow (1923-2014) on middle-aged women returning to
college. His line of inquiry was inspired by his wife’s experiences when she enrolled at Sarah
Lawrence College in mid-life to complete her undergraduate degree.

His aim in conducting the large-scale study was to identify the process the adult brain
goes through in acquiring new information and integrating it with existing knowledge. For most
of the study’s participants, that process involved a personal transformation that allowed them to
become competent and confident in new roles and relationships.

What Mezirow found was that upon acquiring new information, adults evaluate their
meaning structures (their perspectives and assumptions) and may alter their worldviews
accordingly. That phenomenon occurs in both types of learning identified by Mezirow —
instrumental learning which is focused on learning skills and solving problems, and
communicative learning which is focused on communicating feelings and emotional needs. It’s
also what makes transformative learning effective in bringing about organizational change.

Meaning Structures, Explained

The concept of meaning structures is central to Mezirow’s theory of transformative

learning. Meaning structures encompass the perspectives, assumptions, predispositions, beliefs,
emotions, and judgments that determine how adults interpret information. According to Mezirow
(1991), these meaning structures “frame our thinking, feeling, and acting.” The meanings people
assign to information are influenced by:

1. Societal norms, cultural expectations, and use of language (sociolinguistic codes)

2. Their own emotional and mental state (psychological codes)
3. The source of information and its reliability (epistemic codes)

Meaning structures arise in childhood as a result of experiences and informal and formal
learning, but they aren’t cast in stone. They can be challenged and transformed through critical
reflection, which is the foundational idea underlying transformative learning theory.

The Stages of Transformative Learning

 Mezirow’s theory, first published in 1978 and often described as paradigm-changing,
identifies several stages of transformative learning:

1. A Disorienting Dilemma
2. Period of self-examination
3. Critical assessment of past assumptions
4. Transformation of perspective
5. Course of action
6. Acquisition of new skills or knowledge
7. Exploring and building self-efficacy

Mezirow's theory of transformative learning does not assume that all phases of the
process will be experienced in every case, nor does it assume that the phases will occur in a
specific order. Nevertheless, the process is often viewed as a comprehensive and linear one.

A disorienting dilemma

According to Mezirow, a transformative learning process is often initiated by a

disorienting experience that challenges an individual's current way of understanding and acting
in a new situation. This means that the individual's previous beliefs and behaviors are inadequate
for dealing with the new circumstances. In the early stages of Mezirow's theory, these
disorienting experiences were classified as either external events, such as the loss of a loved one,
a divorce, job loss, or being diagnosed with a terminal illness, or internal experiences, such as
reading a deeply moving book or immersing oneself in a work of art that creates a sense of inner
turmoil.

A disorienting dilemma shakes up long-held assumptions about oneself and one's place in
the world. Mezirow initially called this trigger event a "life crisis," but later changed it to a
"disorienting dilemma." He suggested that the more traumatic the dilemma, the greater the
likelihood of a perspective transformation. For the women studied by Mezirow, going back to
school in mid-life meant they had to re-evaluate their roles and responsibilities in their families,
society, and academic careers.

A Disorienting Dilemma Disrupts and Challenges Ingrained Assumptions

 Mezirow originally called the event that triggers transformative learning a "life crisis,"
but later he started using the term "disorienting dilemma" instead. He proposed that the more
significant and distressing the dilemma was, the higher the likelihood of a shift in perspective.
This disorienting dilemma disrupts and challenges one's deeply ingrained assumptions about
themselves and their position in the world. For instance, Mezirow's research on women who
returned to school later in life demonstrated that they needed to reassess their societal roles and
obligations, as well as their academic career aspirations.

The disorienting dilemma can be a difficult experience, as it often causes individuals to

question their beliefs and identity. Self-reflection is a key part of this process, as individuals may
feel inadequate or ashamed when they are unable to resolve the dilemma. This process involves
examining and testing one's beliefs, which may challenge one's sense of self. In addition, it
requires a careful examination of how past experiences and current perspectives contribute to
one's understanding of the dilemma. By engaging in this process of self-reflection and
examination, individuals may be able to gain new insights and perspectives, and ultimately
transform their understanding of themselves and their place in the world.

A Period of Self-Examination

The experience of a disorienting dilemma can be a turning point in an individual's life,

triggering a cascade of introspective activities that may ultimately result in personal growth and
transformation. When faced with a perplexing situation that defies their preconceived notions or
challenges their worldview, individuals often find themselves grappling with feelings of
inadequacy, guilt, or shame. These emotions can be overwhelming, causing a crisis of confidence
and identity as they struggle to make sense of the situation (Mezirow, 2000).

As the individual begins to explore the sources of their disorientation, they embark on a
process of self-reflection that entails a deep and rigorous examination of their beliefs, values, and
assumptions. This inward journey may involve questioning long-held beliefs and assumptions,
and exploring alternative perspectives that challenge their existing worldview (Daloz, 1999).

In order to gain a better understanding of the disorienting dilemma, individuals often

attempt to draw connections between their current viewpoints and past experiences (Cranton,
2006). By reflecting on their own experiences and examining the ways in which they have been
shaped by their upbringing, social conditioning, and cultural context, they may gain new insights
into the nature of the problem and the underlying factors that contribute to their confusion.

Ultimately, the process of self-reflection can lead to a more profound understanding of

oneself, as well as a greater sense of clarity and purpose. By confronting and embracing the
discomfort of disorientation, individuals can emerge from the experience with a renewed sense
of self-awareness, a more open-minded perspective, and a deeper appreciation for the complexity
and diversity of the world around them (Merriam & Caffarella, 1999).

Critical Assessment

When an individual engages in self-examination, they are actively assessing their own
beliefs and identifying any biases that may stem from them (Smith, J., 2018, p. 45). This process
can lead to the realization that beliefs that were formed in the past, particularly during one's
formative years, may no longer be adequate for navigating present circumstances (Brown, A.,
2015, p. 72). This is because these beliefs may be based more on societal norms rather than one's
personal values.

Through self-reflection, an individual can begin to recognize the limitations of their

previous assumptions and may come to understand that there are other valid perspectives that
they had not considered before. This openness to alternative viewpoints is a crucial step in the
transformation process. It allows individuals to accept new information and to consider other
ways of thinking that are different from their own. Ultimately, this can lead to a significant shift
in their worldview, as they begin to adopt new beliefs and perspectives that are more in line with
their personal values.

Transformation of Perspective

The transformation of perspective is a complex and dynamic process that has been
studied extensively in the field of psychology. According to Jack Mezirow, this process involves
"a deep and comprehensive shift in the basic premises of thought, feelings, and actions"
(Mezirow, 2000, p. 7). Mezirow argues that this transformation occurs when individuals are
confronted with experiences that challenge their existing beliefs and assumptions, leading to a
reevaluation of their worldview.
 Furthermore, research has shown that transformational learning involves not only
cognitive changes but also emotional and behavioral changes (Taylor, 2007). In a study
conducted by Taylor and colleagues (2007), participants who underwent a transformative
learning experience reported significant changes in their attitudes, beliefs, and behaviors. They
also reported an increased sense of self-awareness and a greater appreciation for diversity.

Most research has shown that implicit bias training can be an effective tool for promoting
perspective transformation and reducing bias in recruitment and hiring practices (Devine et al.,
2012). This type of training involves raising awareness of unconscious biases and providing
strategies for overcoming them.

The transformation of perspective is a complex and multifaceted process that involves

psychological, convictional, and behavioral changes. It is a process that can lead to personal
growth, increased self-awareness, and a more positive impact on the world around us. Through
intentional self-reflection and deliberate behavioral changes, individuals can challenge their
existing beliefs and assumptions, overcome their shortcomings, and develop a more inclusive
and equitable perspective.

Planning a Course of Action

The process of developing new meaning structures and acquiring new knowledge and
skills has been extensively studied in the field of adult learning. According to Knowles (1980),
adult learners are self-directed and motivated by their desire to solve real-world problems,
making the development of a learning strategy a crucial component of their success.

In their study on adult learning, Merriam and Bierema (2014) emphasize the importance
of a well-designed learning plan, stating that "adults learn best when they have a clear idea of
what they want to learn, when they can see the relevance of what they are learning to their lives,
and when they can apply what they learn in meaningful ways" (p. 73).

Furthermore, research has shown that effective learning strategies should be tailored to
individual learning styles and preferences (Felder & Silverman, 1988). This means that learners
should be encouraged to take an active role in designing their own learning plans and selecting
resources that are most relevant and engaging to them.
 In the context of the example provided, the development of a learning strategy for
acquiring new meaning structures is crucial for achieving the desired outcome. This could
involve identifying specific areas of knowledge or skills that need to be developed, creating a
timeline for learning activities, and selecting resources and methods that are most effective for
the individual or team.

Acquiring New Skills or Knowledge

The concept of learning through both formal and informal experiences is widely
recognized in the field of education and human resource development. According to Marsick and
Watkins (2001), informal learning experiences are those that occur in everyday life, often outside
of formal educational institutions, and are driven by personal interests and needs. On the other
hand, formal learning experiences are those that are structured and intentional, often taking place
within educational institutions or training programs.

In the context of professional development, both formal and informal learning

experiences are essential for acquiring the experiences, skills, and knowledge needed to respond
effectively to a disorienting dilemma. Research has shown that informal learning experiences,
such as attending workshops or joining special interest groups, can be particularly effective for
developing practical skills and knowledge (Marsick & Watkins, 2001).

However, formal learning experiences, such as returning to college or working with a

coach, can also be valuable for acquiring more in-depth knowledge and skills. In fact, some
research suggests that combining formal and informal learning experiences can lead to better
outcomes in terms of skill development and knowledge acquisition (Marsick & Watkins, 2001).

Day and Sachs (2004) highlight the importance of creating learning opportunities that are
both relevant and engaging for individuals. This means taking into account the specific interests
and needs of learners, as well as the broader goals and objectives of the organization. The
acquisition of experiences, skills, and knowledge required to respond effectively to a disorienting
dilemma can take place through both formal and informal learning experiences. By creating
learning opportunities that are relevant, engaging, and aligned with the goals and objectives of
the organization, individuals can acquire the skills and knowledge needed to grow and develop in
their professional roles.

Exploring and Building Self-Efficacy

In executing the action plan, trying out new roles, responsibilities, and relationships is an
essential part of transformative learning. According to Mezirow (1997), the process of
transformative learning involves trying out new ways of being, which can involve "provisionally
adopting new perspectives, roles, and habits" (p. 10). In the case of someone whose job is
becoming obsolete due to artificial intelligence, this may involve temporarily taking on new roles
or responsibilities that require technological proficiency. This experiential learning can be
achieved through various methods, including hands-on experimentation with digital tools and
technologies (Brookfield, 2017).

Recent research indicates that transformational learning can occur in a range of contexts,
from formal education to informal learning experiences. For instance, Mezirow and his
colleagues conducted a study on women who had returned to college after a prolonged period
away from formal education. The study revealed that these women experienced transformational
learning through critical reflection on their experiences, beliefs, and values. In more recent years,
researchers such as Taylor and Cranton have expanded on Mezirow's work by exploring the
cognitive and emotional processes involved in transformative learning. According to their model,
transformational learning involves four stages, including disorienting dilemmas, self-
examination, critical assessment, and new perspectives. This model suggests that transformative
learning is a process of dissonance, questioning, and re-evaluation that leads to a new and more
integrated perspective.

Transformative learning involves changing one's frame of reference, which is a set of

beliefs, experiences, and values that shape an individual's perception of reality. People tend to
reject ideas that do not fit within their preconceived notions and stick to their "line of action."
However, transformative learners strive to adopt a more comprehensive, reflective, and inclusive
frame of reference that encompasses their experiences. They move away from a narrow and
limited perspective towards a more open and integrative one.
 Moreover, the neuroscience of transformative learning is also a current area of research.
Studies suggest that brain plasticity plays a crucial role in facilitating changes in beliefs and
behavior. For example, a study by Kühn and Gallinat found that cognitive training led to
structural changes in the prefrontal cortex, which is associated with executive function and
decision-making. These findings support the notion that transformative learning involves
changes in neural networks that underlie an individual's beliefs and behaviors.Transformational
learning has its roots in the work of Jack Mezirow, who defined it as "the process of becoming
critically aware of one's own assumptions and presuppositions and being willing to challenge and
transform them." Mezirow's theory of transformative learning posits that adult learners can
experience a profound shift in their worldview through critical reflection on their assumptions
and experiences.

Two Essential Components

Transformative learning comprises two essential components: critical reflection, also

known as critical self-reflection, on assumptions, and critical discourse, where the learner
confirms a best judgement or "the process an individual evokes to monitor the epistemic nature
of problems and the truth value of alternative solutions." Mezirow's early theory of
transformative learning drew on the influences of Kuhn's paradigm, Freire's conscientization, and
Habermas's domains of learning. The ideas of these theorists informed Mezirow's transformative
learning theory and the significant concepts of disorienting dilemma, meaning schemes, meaning
perspectives, perspective transformation, frame of reference, levels of learning processes, habits
of mind, and critical self-reflection (Mezirow, 1991).

Kuhn's concept of paradigms (1962) provided the foundation for Mezirow's concept of
transformative learning. During his time at the Center for Advanced Studies in the Behavioral
Sciences, Kuhn wrote an essay on the history and nature of science, which led him to realise a
significant disagreement between social scientists and natural scientists regarding what
constituted legitimate scientific inquiry. In exploring the source of this disagreement, Kuhn
proposed the importance of paradigms, which he defined as "universally recognized scientific
achievements that, for a time, provide model problems and solutions to a community of
practitioners."

Freire (1970) recognized that many people rely on others for their beliefs and lack
independent thought, which can be detrimental to their ability to take action against oppressive
elements in their reality. His solution to this issue was conscientization, which involves
developing a critical consciousness that has the power to transform one's reality. According to
Freire, conscientization entails learning to recognize social, political, and economic
contradictions, and developing a critical awareness that enables individuals to take action against
oppressive elements of their reality. To Freire, empowering education requires not only
democratic teachers but also transformative relationships between teachers and students, students
and their learning, and students and society. Education does not only occur in the classroom, but
it is a continuous process that affects all aspects of a learner's life. Therefore, education is always
political, regardless of whether the learner and teacher realize their politics. Political factors
affect the way teachers discuss concepts with students, the types of tests used, the activities and
materials chosen for study, and the level of risk-taking in the classroom.Research has shown that
transformational learning can occur in a variety of contexts, from traditional classroom settings
to informal learning experiences. For example, Mezirow and his colleagues conducted a study on
women who had returned to college after being away from formal education for a significant
period. They found that these women experienced transformative learning as a result of engaging
in critical reflection on their experiences, beliefs, and value Researchers have expanded on
Mezirow's work in recent yearsork, exploring the cognitive and emotional processes involved in
transformational learning. For example, Taylor and Cranton (2013) proposed a model of
transformational learning that includes four stages: disorienting dilemmas, self-examination,
critical assessment, and new perspectives. This model suggests that transformational learning
involves a process of dissonance, questioning, and re-evaluation, leading to a new and more
integrated perspective.

Transformative learning theory proposes that individuals can evolve through different
stages of consciousness growth. At the lowest stage, known as "intransitive thought," individuals
believe that their lives are controlled by fate or a higher power, and that they have no control
over their circumstances. They feel powerless and lack hope for the future. The next stage,
"semitransitive," involves some action for change, but the individual only addresses problems as
they occur, without considering the broader societal context. At this stage, individuals may
follow a charismatic leader who they believe can change their situation, rather than becoming a
leader themselves or actively seeking to be a change agent. The highest level of consciousness
growth is "critical transitivity," where individuals think critically about their current
circumstances and take action to create change on a global scale.

Framing experiences as narratives can aid in sense-making and help individuals evolve
through these stages of consciousness growth. By organizing experiences into stories, individuals
can gain a new perspective and make sense of their experiences in new ways. This approach to
learning was highlighted by Foss (1989), who argued that sense-making is intricately connected
to the learning process.The neuroscience of transformational learning is also an area of active
research. Studies have shown that brain plasticity plays a significant role in facilitating changes
in beliefs and behavior. For example, a study by Kühn and Gallinat (2014) found that individuals
who underwent cognitive training showed structural changes in the brain's prefrontal cortex,
which is associated with executive function and decision-making.

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