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Argues that critical reflection on underlying assumptions is required for behavior change to become perspective transformation, and calls for further empirical testing of the model.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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through mindfulness: Exploring the mechanism of change  \nThomas Howard Morris  \nSchool of Education, Bath Spa University  \nMaking appropriate perspective transformations as we age is necessary to meet the demands of the rapidly changing conditions within our world. Accordingly, there has been a growing interest in the role of mindfulness in enabling transformations. Still, how mindfulness may facilitate perspective transformations is not well understood. The present paper draws from empirical evidence from psychology and cognitive science to discuss the theoretical possibility that mindfulness may facilitate perspective transformations. A theoretical model is presented that depicts an incremental transformative learning process that is facilitated through mindfulness. Mindfulness affords the adult enhanced attention to their thoughts, feelings, and sensations as they arise in the present moment experience. This metacognitive awareness may moderate the expression of motivational disposition for the present moment behaviour, enabling a more objective assessment of the conditions of the situation. Nonetheless, in accordance with transformative learning theory, an adult would have to become critically aware of and analyse the assumptions that underlie the reasons why they experience as they do in order to convert behaviour change to perspective transformation. Further empirical studies are  \nTransformative learning through mindfulness: Exploring the mechanism of change 45  \nnecessary to test this assumption of the theoretical model presented in the present paper.  \nKeywords: Adult learning, Jack Mezirow, transformative learning theory, mindfulness, perspective transformation, lifelong learning  \nIntroduction  \nUnderstanding how to realise the potential of humans and our sustainable development consists of considering human development from diverse perspectives (Cunningham, 2019; Duke, 2018) . This paper addresses a timely issue concerning the need to understand how adults can meet the demands of their ever-changing world through perspective transformations and how mindfulness might facilitate self-directed and appropriate transformational change: a fundamental partofa process of lifelong learning and our continued development (cf. Brown, 2018) .  \nModern day environmental conditions are rather turbulent and perspective transformations are distinctly advantageous for individuals and societies: there is an ever-growing need for persons who can adapt to change and ambiguity and enact transformations in their meaning perspectives in accordance with their changeable environments (e.g. Longmore, Grant, & Golnaraghi, 2017; Morris, 2018, 2019a, b) . The process of transformation is a learning process that involves change in meaning perspectives, especially through everyday informal life experience, where there is an interaction between the learner and their social environment (cf. Akinsooto & Akpomuje, 2018), which includes e-learning experiences (e.g. de Palo, Limone, Monacis, Ceglie, & Sinatra, 2018). Gould (1978) summarised the result of not undertaking transformations: people move sideways in their lives without significant change or growth.  \nThe process of transformation of meaning perspectives has been defined as “the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience as a guide to future action”(Mezirow, 2012, p. 74). An alternative definition was given by Cranton and Wright (2008): “a process by which individuals engage in critical self-reflection that results in a deep shift in perspective toward a more open, permeable, and better justified way of seeing themselves  \n46 Thomas Howard Morris  \nand the world around them”(pp.33–34).The transformative learning process, which necessitates that the adult becomes critically aware of and analyses the assumptions that underlie ","cbCaid87dWonlGau","https://ap.wps.com/l/cbCaid87dWonlGau","pdf",166327,22,"English","# Introduction\n## Transformative learning theory – our frames of reference\n### Frames of reference","[{\"question\":\"What problem does the paper address about mindfulness and transformative learning?\",\"answer\":\"It addresses the limited understanding of how mindfulness might facilitate perspective transformations in adults, even though interest in mindfulness for enabling transformations is growing.\"},{\"question\":\"How does mindfulness support the proposed transformative learning process?\",\"answer\":\"The paper proposes that mindfulness enhances adult attention to thoughts, feelings, and sensations in the present moment, enabling a more objective assessment of situational conditions through metacognitive awareness.\"},{\"question\":\"What role does critical reflection play in turning behavior change into perspective transformation?\",\"answer\":\"It argues that adults must become critically aware of and analyze the assumptions underlying why they experience events as they do, so that behavior change can convert into perspective transformation.\"}]","Transformative learning through mindfulness - Exploring the mechanism of change | PDF",1792075811,55]