Critical Theory and Transformative Learning

Abstract

Mezirow relies on the critical theory of Habermas to give his theory of transformative learning rigor. Yet critiques persist and focus on whether the theory has an adequate understanding of the social dimension of learning and whether it is overly rational. This article addresses these issues and explores relevant ideas from Habermas and Honneth. Critical theory has evolved and Honneth's theory of recognition has implications for transformative learning. Following the communicative turn of Habermas, Honneth makes recognition and freedom key concepts that contribute to developing transformative learning theory. Intersubjectivity and recognition become the necessary preconditions for critical reflection, discourse, democracy and transformative learning. Freedom is also reconfigured and these ideas address the main critiques of transformation theory.