Fundamental Shifts in Meaning and Perspective
Transformative Learning is a profound theory of adult development that posits that growth extends beyond simply acquiring new information or skills. Instead, it focuses on the process by which individuals undergo fundamental and often irreversible shifts in their “frames of reference”—their deeply held assumptions, beliefs, values, and habits of mind that unconsciously shape how they perceive, interpret, and act in the world. This qualitative change in how adults make meaning allows for a more inclusive, discriminating, and integrated understanding of themselves and their experiences, leading to greater autonomy and a broader worldview. Such transformations are often triggered by challenging life events and require critical reflection on previously unquestioned assumptions.
This category is anchored by the foundational work of Jack Mezirow, who coined the term and developed the primary theoretical framework describing the phases of “perspective transformation” often initiated by a “disorienting dilemma.” Building on this, Stephen Brookfield expands the concept by emphasizing the crucial role of critical reflection, particularly its sociopolitical dimensions, and offers practical strategies for fostering it in adult learning environments. Patricia Cranton enriches the theory by focusing on authenticity, individual differences, and the emotional complexities inherent in the transformative process. Furthermore, key insights are drawn from Robert Kegan’s Constructive-Developmental Theory, which illuminates the structural changes in meaning-making that underlie such transformations, and from Paulo Freire’s critical pedagogy, with his emphasis on “conscientization” and “problem-posing education” as pathways to liberation and agency through learning. Together, these theorists provide a rich understanding of how adults can achieve profound, generative shifts in their understanding and engagement with their lives.
