Transformative learning theory is a humanist learning theory introduced by Jack Mezirow in 1981¹⁾. This theory does not address general aspects of learning, but rather transformative learning in adults: the learning that strongly influences learner, his beliefs and values. This kind of learning results in “new and revised interpretations of the meaning of an experience in the world.”²⁾

Since it is based on the importance of experience and its understanding, Mezirow's theory applies to adult learning. Adults accumulate during their lives plenty of experience in terms of associations, concepts, values, feelings, and beliefs. These elements of the experience form a number of various meaning schemata, each of which contains only specific knowledge and values. All the meaning schemata together form the meaning perspective, as Mezirow describes one's complete perspective on the world. Meaning perspectives are acquired passively until early adulthood and are later modified through transformative learning.

What differs transformative learning from classical learning is the initial inability to fit the new material into the existing frames of schemata, what results in a need to change them. These-like experiences are also called perspective transformations. These changes often come due to life experiences, often related to strong emotional responses. These may be personal crises like divorce, death of a friend or a family member, wars, natural or man-caused disasters, health crises, etc.

In the classroom, commonly three types of experience can result in transformative learning:

• experience,
• critical reflection, and
• rational discourse.

Usually these follow one after another: a strong emotional experience fosters critical reflection and analysis of similar past experiences, which will, when discussed with others with different or similar points of view, result in new conclusions and a perspective transformation.

Different authors suggested different roles of students and teachers during the transformative learning. The role of the students is mostly to take responsibility for their learning and creating a pleasant environment, and suggestions to the teachers generally refer to

• creating a safe environment facilitating relationships characterized by trust and care,
• understanding why they want to encourage a change in students and not only how and which change,
• assisting in the development of the critical reflection in students,
• taking into consideration and talking about students' feelings,
• enabling their students to apply the new insights outside the classroom,
• helping others by sharing his experiences, and
• being a role-model displaying his own willingness to change and learn.

• transformative learning theory, adult learning, meaning perspectives, meaning schemata, perspective transformations, experience, critical reflection, rational discourse
• Jack Mezirow

Taylor, Edward W. Transformative learning theory. New Directions for Adult and Continuing Education, no. 119: 5-15. 2008.

Cooper, S. Theories of Learning in Educational Psychology. Jack Mezirow: Transformational Learning Theory. Retrieved April 1, 2011.

Mezirow, J., and Associates (eds.). Learning as Transformation. San Francisco: Jossey-Bass, 2000.

Cranton, Patricia. Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. Jossey-Bass Higher and Adult Education Series. Jossey-Bass, 350 Sansome Street, San Francisco, CA 94104-1310, 1994.