Adult Literacy Education Spring 2019 - Research Digest - Fostering Transformative Learning in Educational Settings

Oct 15, 2026

Research digest examining how teachers and adult literacy or GED instructors can foster transformative learning in educational settings. The discussion explains transformative learning as a perspective transformation and centers Mezirow’s 10-phase process, beginning with a disorienting dilemma and followed by premise reflection and reflective discourse. It highlights how critical self-reflection, dialogue, accurate information, student-centered approaches, supportive relationships, and problem-solving activities can create conditions for learners to question assumptions, build confidence, and adopt more inclusive worldviews.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Research Digest

Transformative learning overview

Mezirow’s framework and phase process

Elements that foster transformative learning

Case example and dialogue conditions

ADULT LITERACY EDUCATION Spring 2019 Research Digest Fostering Transformative Learning in Educational Settings Lisa M. Baumgartner, Texas A&M University The word “transformation” evokes images of profound change such as caterpillars turning into butterflies or humans shape-shifting into werewolves. Transformative learning refers to a perspective transformation or change in worldview. Teachers in literacy education and adult basic education as well as GED instructors can learn how to foster transformative learning. These techniques can help learners engage in critical thought and discussion with others and may gain a broader, more inclusive view of themselves and their world. There are scholars that discuss transformative learning using a variety of frameworks such as Freire’s social-emancipatory framework or Daloz’s developmental framework. However, it is Mezirow’s framework that has been used in many empirical studies. Specifically, Mezirow (2000) describes a 10-phase process that results in a change in world view or perspective transformation. This begins with a “disorienting dilemma” which is an event or series of events that jar a person from their previous ways of thinking (Mezirow, 2000, p. 22). Most often, it is seen as a single event, such as a death or divorce, that causes a person to critically reflect on his or her previous assumptions about the world although a series of events can also lead toa perspective transformation (Mezirow, 2000). Questioning the issue itself, or what Mezirow calls premise reflection, most often results in perspective transformation. Questions such as: “Why is getting my GED important?” Why am I in this job?” are the types of questions that trigger perspective transformation (Cranton, 2016). In addition to critical reflection, individuals engage in reflective discourse or dialogue. Mezirow (2003) defines discourse as “dialogue involving the assessment of beliefs, feelings, and values”(p. 59). Questions from others help individuals think through their new beliefs. Through critical reflection and talking with others, people change their perspectives on the world. In Mezirow’s (2000) view, this change in how one sees the world is permanent. Cory’s experiences may exemplify a perspective transformation. Cory dropped out of school in 10th grade. At age 25, he married, and he and his wife had a son. Cory knew he needed more education to obtain a better job to support his family. However, he was extremely anxious about returning to school to obtain his GED due to his previous schooling experiences which led him to believe he was not smart enough to complete a GED. He asked himself,“Why is this anxiety overwhelming? Aren’t lots of people anxious?”(Cranton, 2016). He attended his first GED class and realized, after talking with other classmates, that many people were nervous about returning to Correspondance: Lisa M. Baumgartner, [Lbaumgartner@tamu.edu](Lbaumgartner@tamu.edu) 69 a formal classroom setting. Thorough interactions with others and the support of his instructors, Cory gained increased confidence in his academic abilities and began to see himself as a smart, capable student. Elements that Foster Transformative Learning Cory’s transformation from an anxious to a confident learner was fostered through critical self-reflection, dialogue with others, and a supportive educational environment. Mezirow believed that fostering transformative learning was “a central activity” of adult education (Taylor, 2000, p. 5). Mezirow stated that dialogue fostered transformative learning. He noted conditions that helped facilitate transformative dialogue including: creating a safe environment where trust can be established, having accurate information, using student-centered approaches in the classroom and examining issues through “problem solving activities and critical reflection”(Taylor, 2000, p. 5). Taylor (2000, 2009) reviewed empirical studies that discussed fostering transf

FAQs

What is transformative learning in the context of adult literacy education?

Transformative learning refers to a perspective transformation or change in worldview. It enables learners to engage in critical thought and discussion and view themselves and the world more inclusively.

How does Mezirow’s framework describe the start of perspective transformation?

Mezirow describes a 10-phase process that begins with a “disorienting dilemma,” an event or series of events that disrupts prior ways of thinking. This often triggers critical reflection on earlier assumptions.

Which classroom and interpersonal conditions help foster transformative learning?

The document emphasizes creating a safe, trusting environment, providing accurate information, using student-centered approaches, and using problem-solving activities and critical reflection. It also notes supportive relationships and dialogue that allow learners to “risk what they do not know.”

Oct 15, 2026

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