Jack Mezirow
Biographic Data
| ID | 3469235 |
|---|---|
| NAME | Jack Mezirow |
| GIVEN NAMES | Jack |
| FAMILY NAME | Mezirow |
| SIGNATURE | MEZIROW J |
| AFFILIATIONS | Teachers College, Columbia University. |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 303 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 2 |
Transformative learning theory
The concept of transformative learning was introduced in the field of adult education in 1978 in an article &s;Perspective Transformation&s;, published in the American journal Adult Education Quarterly . A major emphasis of critics of transformation theory has been its de-emphasis of social action. Edmund O&s;Sullivan et al.&s;s identification of transformative learning with movement toward the realisation of a bold conception of a new cosmology …
Transformative Learning as Discourse
This article presents an elaboration of the epistemology of transformative learning in adult education. Transformative learning is understood as a uniquely adult form of metacognitive reasoning. Reasoning is the process of advancing and assessing reasons, especially those that provide arguments supporting beliefs resulting in decisions to act. Beliefs are justified when they are based on good reasons. The process of reasoning may involve such tac…
On Critical Reflection
This paper presents an analysis and clarification of the major role of critical reflection of assumptions (CRA) in adult learning. It examines the differences among types of critical reflection, the role of CRA in the Transformation Theory of adult learning, philosophical foundations of CRA, its development over the lifespan, non-cognitive aspects, its function in both tacit and explicit decision-making, and its role in the validation of beliefs …
Transformative Learning: Theory to Practice
Critical and autonomous thinking must take precedence over the uncritical assimilation of knowledge. Transformative learning is a route to the development of critical thinking.
Contemporary Paradigms of Learning
The Western rational tradition, a set of assumptions upon which our major concepts of reality, learning, and education is based, constitutes an objectivist paradigm of learning. These assumptions are currently challenged by an interpretive paradigm of learning. The Transformation Theory of adult learning is based upon an emancipatory paradigm, and constitutes a dialectical synthesis of objectivist and interpretive paradigms. Transformational Theo…
Understanding Transformation Theory
Misconceptions about transformation theory: A note in reply to L. Ekpenyong
A Critical Theory of Adult Learning and Education
Interpreting the ideas of Jurgen Habermas, the nature of three generic domains of adult learning is posited, each with its own interpretive categories, ways of determining which knowledge claims are warranted, methods of inquiry as well as its own learning goals, learning needs and modes of educational intervention. Perspective transformation is seen as one of the learning domains and the domain most uniquely adult. The nature and etiology of per…
Perspective Transformation
A cardinal dimension of adult development and the learning most uniquely adult pertains to becoming aware that one is caught in one's own history and is reliving it. This leads to a process of perspective transforma tion involving a structural change in the way we see ourselves and our rela tionships. If the culture permits, we move toward perspectives which are more inclusive, discriminating and integrative of experience. We move away from uncri…
A Critical Theory of Adult Learning and Education
Interpreting the ideas of Jurgen Habermas, the nature of three generic domains of adult learning is posited, each with its own interpretive categories, ways of determining which knowledge claims are warranted, methods of inquiry as well as its own learning goals, learning needs and modes of educational intervention. Perspective transformation is seen as one of the learning domains and the domain most uniquely adult. The nature and etiology of per…
Perspective Transformation
A cardinal dimension of adult development and the learning most uniquely adult pertains to becoming aware that one is caught in one's own history and is reliving it. This leads to a process of perspective transforma tion involving a structural change in the way we see ourselves and our rela tionships. If the culture permits, we move toward perspectives which are more inclusive, discriminating and integrative of experience. We move away from uncri…
Misconceptions about transformation theory: A note in reply to L. Ekpenyong
Perspective Transformation
A cardinal dimension of adult development and the learning most uniquely adult pertains to becoming aware that one is caught in one's own history and is reliving it. This leads to a process of perspective transforma tion involving a structural change in the way we see ourselves and our rela tionships. If the culture permits, we move toward perspectives which are more inclusive, discriminating and integrative of experience. We move away from uncri…
A Critical Theory of Adult Learning and Education
Interpreting the ideas of Jurgen Habermas, the nature of three generic domains of adult learning is posited, each with its own interpretive categories, ways of determining which knowledge claims are warranted, methods of inquiry as well as its own learning goals, learning needs and modes of educational intervention. Perspective transformation is seen as one of the learning domains and the domain most uniquely adult. The nature and etiology of per…
Misconceptions about transformation theory: A note in reply to L. Ekpenyong
Understanding Transformation Theory
Contemporary Paradigms of Learning
The Western rational tradition, a set of assumptions upon which our major concepts of reality, learning, and education is based, constitutes an objectivist paradigm of learning. These assumptions are currently challenged by an interpretive paradigm of learning. The Transformation Theory of adult learning is based upon an emancipatory paradigm, and constitutes a dialectical synthesis of objectivist and interpretive paradigms. Transformational Theo…
Transformative Learning: Theory to Practice
Critical and autonomous thinking must take precedence over the uncritical assimilation of knowledge. Transformative learning is a route to the development of critical thinking.
On Critical Reflection
This paper presents an analysis and clarification of the major role of critical reflection of assumptions (CRA) in adult learning. It examines the differences among types of critical reflection, the role of CRA in the Transformation Theory of adult learning, philosophical foundations of CRA, its development over the lifespan, non-cognitive aspects, its function in both tacit and explicit decision-making, and its role in the validation of beliefs …
Transformative Learning as Discourse
This article presents an elaboration of the epistemology of transformative learning in adult education. Transformative learning is understood as a uniquely adult form of metacognitive reasoning. Reasoning is the process of advancing and assessing reasons, especially those that provide arguments supporting beliefs resulting in decisions to act. Beliefs are justified when they are based on good reasons. The process of reasoning may involve such tac…
Transformative learning theory
The concept of transformative learning was introduced in the field of adult education in 1978 in an article &s;Perspective Transformation&s;, published in the American journal Adult Education Quarterly . A major emphasis of critics of transformation theory has been its de-emphasis of social action. Edmund O&s;Sullivan et al.&s;s identification of transformative learning with movement toward the realisation of a bold conception of a new cosmology …
Adult and Continuing Education Topics (7 works) · Epistemology (7 works) · Psychology (7 works) · Sociology (7 works) · Philosophy (6 works) · Pedagogy (5 works) · Transformative learning (4 works) · Adult education (3 works) · Cognitive science (3 works) · Education and Critical Thinking Development (3 works)