Transformative Dimensions of Adult Learning

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Transformative Dimensions of Adult Learning

03 Sep 1991-

TL;DR: In this paper, the authors discuss the dynamics of learning and make meaning through reflection, making meaning through reflection, and perspective transformation, how learning leads to change, and how to foster transformative adult learning.

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Abstract: 1. Making Meaning: The Dynamics of Learning. 2. Meaning Perspectives: How We Understand Experience. 3. Intentional Learning: A Process of Problem Solving. 4. Making Meaning Through Reflection. 5. Distorted Assumptions: Uncovering Errors in Learning. 6. Perspective Transformation: How Learning Leads to Change. 7. Fostering Transformative Adult Learning.

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Journal Article•DOI•

Transformative Learning: Theory to Practice.

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Jack Mezirow

01 Jun 1997-New Directions for Adult and Continuing Education

TL;DR: In this paper, the authors argue that critical and autonomous thinking must take precedence over the uncritical assimilation of knowledge, and that transformative learning is a route to the development of critical thinking.

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Abstract: Critical and autonomous thinking must take precedence over the uncritical assimilation of knowledge. Transformative learning is a route to the development of critical thinking.

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3,354 citations

Cites background from "Transformative Dimensions of Adult ..."

...Transformative learning (Mezirow, 1991, 1995, 1996; Cranton, 1994, 1996) is the process of effecting change in a frame of reference....
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Journal Article•DOI•

Reflection and reflective practice in health professions education: a systematic review

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Karen Mann¹, Jill Gordon², Anna MacLeod³•Institutions (3)

Dalhousie University¹, University of Sydney², University of South Australia³

01 Oct 2009-Advances in Health Sciences Education

TL;DR: A literature review was designed to evaluate the existing evidence about reflection and reflective practice and their utility in health professional education, to understand the key variables influencing this educational process, identify gaps in the evidence, and explore any implications for educational practice and research.

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Abstract: The importance of reflection and reflective practice are frequently noted in the literature; indeed, reflective capacity is regarded by many as an essential characteristic for professional competence. Educators assert that the emergence of reflective practice is part of a change that acknowledges the need for students to act and to think professionally as an integral part of learning throughout their courses of study, integrating theory and practice from the outset. Activities to promote reflection are now being incorporated into undergraduate, postgraduate and continuing medical education, and across a variety of health professions. The evidence to support and inform these curricular interventions and innovations remains largely theoretical. Further, the literature is dispersed across several fields, and it is unclear which approaches may have efficacy or impact. We, therefore, designed a literature review to evaluate the existing evidence about reflection and reflective practice and their utility in health professional education. Our aim was to understand the key variables influencing this educational process, identify gaps in the evidence, and to explore any implications for educational practice and research.

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1,747 citations

Cites background or methods from "Transformative Dimensions of Adult ..."

...The review is informed by models of reflection described by Schön (1983, 1987), Boud et al. (1985), Mezirow (1991), Dewey (1933), Hatton and Smith (1995), and Moon (1999)....
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...The connection between reflection and deep learning corresponds with a theoretical position of Moon (1999) that the iterative processes involved in reflection may be the key to moving from deep to surface approaches to learning....
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...The models which focus on the depth and quality of reflective thinking include Dewey (1933), Hatton and Smith (1995), Mezirow (1991) and Moon (1999)....
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...Wong et al. (1995) used the models of Boud et al. (1985) and Mezirow (1991) to analyze 45 reflective learning essays of RNs registered in a Nurse as Educator course....
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...Wong et al. (1995) attempted to develop and test coding systems for written reflective journals, based on the models of reflective thinking of Boud et al. (1985) and Mezirow (1991)....
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Journal Article•DOI•

Andragogy and Self‐Directed Learning: Pillars of Adult Learning Theory

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Sharan B. Merriam¹•Institutions (1)

University of Georgia¹

01 Mar 2001-New Directions for Adult and Continuing Education

TL;DR: Andragogy and self-directed learning continue to be important to our present-day understanding of adult learning as mentioned in this paper, however, they are not always easy to be applied in practice.

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Abstract: Andragogy and self-directed learning continue to be important to our present-day understanding of adult learning.

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1,480 citations

Journal Article•DOI•

Transformative Learning as Discourse

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Jack Mezirow

01 Jan 2003-Journal of Transformative Education

TL;DR: In this article, the authors present an elaboration of the epistemology of transformative learning in adult education, and examine the nature of reasoning within the context of critical-dialectical discourse.

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Abstract: 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 tacit knowledge as aptitudes, skills, and competencies. The article examines the nature of reasoning within the context of critical-dialectical discourse—the intersubjective process of communicative learning by which adults assess beliefs—and its implications for democratic citizenship and adult education.

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1,322 citations

Cites background from "Transformative Dimensions of Adult ..."

...…reference are better than Journal of Transformative Education Vol. 1 No. 1, January 2003 58-63 DOI: 10.1177/1541344603252172 ©2003 Sage Publications 58 others because they are more likely to generate beliefs and opinions that will prove more true or justified to guide action (Mezirow, 1991, 2000)....
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Journal Article•DOI•

A reconceptualisation of the research into university academics' conceptions of teaching

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David Kember¹•Institutions (1)

Hong Kong Polytechnic University¹

01 Sep 1997-Learning and Instruction

TL;DR: In this article, a review of teaching conceptions of teaching of university academics is presented, where a high level of correspondence between largely independent studies reported in 13 articles is found, and there is some evidence of lecturers shifting beliefs across the spectrum over time.

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1,261 citations

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Transformative Dimensions of Adult Learning

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