The author responds to Collard and Law's criticisms, in "The Limits of Perspective Transformation" (1989), of his writings on transformation theory. He states that there are significant mediating factors that impede taking collective social action because of a transformed perspective and that learning transformations and social action both can…

Examines differences among types of critical reflection, the role of critical reflection of assumption (CRA) in the transformative theory of adult learning, and philosophical foundations of CRA. (SK)

Contrasts Western traditional objectivism with the interpretist paradigm explaining cognitive processes. Describes the transformation theory of adult learning based on the emancipatory paradigm. (SK)

Summarizes the transformation theory of adult learning and explains the relationship of transformative learning to autonomous thinking. (SK)

Transformation theory states that people learn through frames of reference that may be transformed by critical reflection. If literacy involves meaning making, literacy learning is a transformative process and communicative competence is the goal of literacy education. (SK)

In response to Cunningham's review of his book "Transformative Dimensions of Adult Learning" in the Spring 1992 issue of "Adult Education Quarterly," Mezirow clarifies his transformation theory of how adults learn and points out how his meaning has been misrepresented. (SK)

Responds to Pietrykowski's postmodern critique of transformative and emancipatory learning. Suggests that some cultural frames of reference are more emancipatory than others. (SK)

Mezirow restates the major ideas of his transformation theory and addresses criticisms in terms of adult development, ideology, and Freire's concept of conscientization. Tennant and Newman's reactions are followed by Mezirow's response. (SK)

This book presents a theory of how adults learn by making meaning of their experiences. Chapter 1 gives an overview of an emerging transformation theory of adult learning, compares it with other theories of adult learning, and describes the dynamics of the process through which one makes meaning of one's experience. Chapter 2 examines the way…

The national field study of women's re-entry programs in community colleges reported here was done to identify factors that impeded or facilitated the progress of these programs. After an introduction, the content is presented in three sections. The first section deals with perspective transformation, the adult development process occurring in the…