Running head: MEZIROW’S TRANSFORMATIONAL THEORY 1

Federico R. Lastra

Critical Reflection: Mezirow’s Transformational Theory

Florida International University

MEZIROW’S TRANSFORMATIONAL THEORY 2

Critical Reflection: Mezirow’s Transformational Theory

Brief Overview of the Theory

            The goal of Mezirow’s 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

perceive and interpret this information will affect their learning processes and defines their

meaning perspective. The meaning perspective defines how the learner interprets and

MEZIROW’S TRANSFORMATIONAL THEORY 3

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

transformative…we can learn simply by adding knowledge to our meaning schemes…and 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).

Relevance as an Adult Learner

            A guide or mentor would work best towards the application of Mezirow’s

Transformational Theory, such as those that are within any number of the recovery programs

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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).   

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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 Mezirow’s 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?

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