Learning As Transformation: Critical Perspectives on a Theory in Progress

by Jack Mezirow, Jack Mezirow and Associates

"Provocative and illuminating, this book is a must read for adult educators seeking to understand and facilitate transformational learning. It showcases a stellar group of authors who not only engage each other and the reader in constructive discourse, but who also model the heart of the transformational learning process."
--Sharan B. Merriam, Department of Adult Education, University of Georgia

This volume continues the landmark work begun by Jack Mezirow over twenty years ago--revealing the impact of transformative learning on the theory and practice of adult education. Top scholars and practitioners review the core principles of transformation theory, analyze the process of transformative learning, describe different types of learning and learners, suggest key conditions for socially responsible learning, explore group and organizational learning, and present revelations from the latest research. They also share real-world examples drawn from their own experiences and assess the evolution of transformative learning in practice and philosophy. Learning as Transformation presents an intimate portrait of a powerful learning concept and invites educators, researchers, and scholars to consider the implications of transformative learning in their own professional work.

Genres: Education, Teaching

368 pages, Hardcover

First published September 1, 2000

Reviews

[Bob Wolniak · Rating 4 out of 5]

This a collection of academic papers presented at a conference in 1998 on the theory of Transformative Learning. It moves from basic adult learning concepts to how this theory relates to inequality, diversity, and ideology critique. It then gives a number of case examples in community learning environments, followed by a summary of research and research needed.

I greatly enjoyed chapters from Mezirow, Daloz, and Taylor.

[A.L. Stumo · Rating 3 out of 5]

Some of the essays were excellent and others were mediocre, though the theory of transformative learning seems to be valid. Any adult educator needs to know this theory, not to use it wholesale, but at the least to decide how their own pedagogy fits with student styles and course outcomes.

[Amir]

so that