Transformative learning: An emotional (r)evolution

Abstract

AbstractThis update to Mezirow's Transformative Learning theory seeks to advance Mälkki's enhancement to the emotional dimension in phase one—the disorienting dilemma—by proposing the need for a complete grief process (as theorized by Kübler‐Ross), to support movement from Mälkki's conceptualization of “edge‐emotions” to a “comfort zone,” thus removing a barrier to a successful transition to phase two and three—self‐reflection and critical reflection—the latter considered essential to the transformative learning process. The authors also seek to stimulate new thinking about this topic in the literature; catalyze future empirical studies focusing on barriers, microprocesses, and phasic transitions of Mezirow's theory; and identify adaptive strategies to facilitate the transformative learning process.