How Critical Reflection Triggers Transformative Learning

Mezirow, Jack. (1990). In J. Mezirow & associates (Eds.), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 1-20). San Francisco & Oxford: Jossey-Basse.

Mezirow argued that central to adult education is reflecting upon prior learning to determine its validity against present circumstances. He called this critical assessment of assumptions critical reflection, which bases reflective action. He stated, "the most significant learning experiences in adulthood involve critical self-reflection--reassessing the way we have posed problems and reassessing our own orientation to perceiving, knowing, believing, feeling, and acting" (p. 13).

In this light, he classified two distinctive learning paths: instrumental learning and communicative learning. Instrumental learning occurs while involved in task-oriented problem solving. In the process, Mezirow asserted, "reflection is significantly involved when we look back on content or procedural [sic] assumptions guiding the problem-solving process to reassess the efficacy of the strategies and tactics used." (p. 7) It also involves "the process of learning to control and manipulate the environment or other people," thus the results can be empirically demonstrated. (p. 8). On the other hand, communicative learning involves understanding the meaning of others' values, feelings, decisions, and such abstract concepts of justice, love, democracy and commitment. Mezirow emphasized that this learning has even greater significance in adult learning. It focuses on achieving coherence rather than exercising more effective control. It is like a "building block of understanding" (p. 9) by integrating further insights, which involves "hermeneutic circle," which move back and forth between parts and a whole of what we seek to understand. Thus, reflection in this learning ensures identifying similarities and unfamiliarities in order to give them coherence.

Precisely, Mezirow defined as critical reflection "challenging the validity of presuppositions in prior learning" (p. 12). He argued that although critical reflection may be an integral part of making decision, it cannot be an integral element in the immediate action process. He contended that this transition requires transforming their own perspectives. He argued that perspective transformation occurs in response to "disorienting dilemma"(p. 13): a divorce, death of a loved one, job change, an eye-opening discussion, book, culture shock, etc. He put it:

"Anomalies and dilemmas of which old ways of knowing cannot make sense become catalysts or "trigger events" that precipitate critical reflection and transformation." (p. 14)

Mezirow pointed out psychic distortions as something that hinders adults from learning: unwarranted anxiety that impedes taking actions, which resulted from traumatic events in childhood (Roger Gould, 1978, transformation: Growth and change in adult life). Mezirow wrote, "Adulthood is a time of regaining such lost functions. The learner must be helped to identify both the particular action that he or she feels blocked about taking and the source and nature of stress in making a decision to act" (p. 17). In this light, educators "can provide skillful emotional support and collaborate as co-learners in an educational context" (p. 17).

Mezirow defined as transformative learning the process of learning through critical reflection via either instrumental or communicative learning, and acting on the learned insights derived from transformation of their perspectives. Emancipatory education is "an organized effort to help the learner challenge presuppositions, explore alternative perspectives, transform old ways of understanding, and act on new perspective" (p. 18).

Looking at educational approaches, Mezirow asserted that they are adaptable as research methods for study the nature, significance, and changes in perspectives. He wrote:

"In transformative learning, the line between learning, education, and research often becomes mercifully blurred. The educator becomes a co-learner, helping the learner explore alternative ways of interpreting his or her experience." (p. xix-x, Preface)