Building on Mezirow’s Theory of Transformative Learning: Theorizing the Challenges to Reflection
- 1 January 2010
- journal article
- research article
- Published by SAGE Publications in Journal of Transformative Education
- Vol. 8 (1), 42-62
- https://doi.org/10.1177/1541344611403315
Abstract
The prevailing theoretical discussion on reflection within adult and higher education focuses on the cognitive and rational dimensions of reflection, at the expense of the emotional and social dimensions. Consequently, the theories deal with the ideals, but leave issues pertaining to the understanding of the prerequisites, challenges, and obstacles of reflection largely unaddressed. This article proposes a theory which sheds light on the nature and the prerequisites of the process of reflection. The theory development was based on analyzing Jack Mezirow’s theory of transformative learning. In order to deepen the understanding of the emotional dimension which was fruitfully yet insufficiently conceptualized within Mezirow’s theory, Antonio Damasio’s neurobiological theory of emotions and consciousness was utilized as a complementary theory. Based on these differing theories, it was possible to construct a theory which conceptualizes the challenges to reflection and opens new directions for further research concerning integrating the cognitive and emotional perspectives.Keywords
This publication has 31 references indexed in Scilit:
- The Effects of Power Mechanisms in Education: Bringing Foucault and Bourdieu TogetherPower and Education, 2010
- The role of significant others in the intercultural learning of teachersJournal of Research in International Education, 2009
- Introduction: The Question of Method in Philosophy of EducationJournal of Philosophy of Education, 2009
- Transformative learning theoryNew Directions for Adult and Continuing Education, 2008
- The Evolution of John Mezirow's Transformative Learning TheoryJournal of Transformative Education, 2008
- Shedding Light on the Underlying Forms of Transformative Learning TheoryJournal of Transformative Education, 2007
- REFLECTION IN EDUCATION: A KANTIAN EPISTEMOLOGYEducational Theory, 2006
- Manifesto for a Relational SociologyAmerican Journal of Sociology, 1997
- Tales from the dark side: a phenomenography of adult critical reflectionInternational Journal of Lifelong Education, 1994
- Developing Criteria for Formal Theory Building in Adult EducationAdult Education Quarterly, 1992