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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