Abstract
This paper traces the evolution of Jack Mezirow's transformative learning theory and its conceptualisation. It discusses the three major influences, namely Thomas Khun's philosophical conception of paradigm, Freire's conception of conscientisation and consciousness growth, and Habermas' domains of learning and the discussion of language as communicative action. The paper concludes with a discussion of the main concepts underlying the theory of transformative learning – a theory grounded in robust theoretical traditions – and presents a process of transformation which leads the adult learner through a process that initiates in a moment of disorientation and ends in transformative self-reflection that results in the transformation of one's perspective.
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