The Knowledge Base 

Mezirow started the discussion of transformative learning theory in 1978 with two publications, further elaborated in a few years, and finally detailed the theory in a book (Hoggan & Hoggan-Kloubert, 2022). For decades, transformative learning theory has received visibility, credibility, and respect in lifelong and adult learning disciplines by the fact that till 2022, there have been 151 journals (Hoggan & Hoggan-Kloubert, 2022, p.667) in adult education journals at least mentioned the name of Mezirow, which shaped the development of this theory beyond Mezirow's original concept (Hoggan & Hoggan-Kloubert, 2022).

Initially, transformative learning theory developed within adult education emphasizes the importance of personal and cognitive transformation through critical reflection and experiential learning. Over the last 20 years, it has been conceptualized across various disciplines and situations (Taylor & Snyder, 2012).

Forty-five years after Mezirow's first proposal of this theory, transformative learning has become a well-defined scholarship and practice. Most scholars typically draw upon relevant theories to analyze how transformative learning is understood from their perspectives. However, they hesitate to articulate a coherent alternative to the theory. Therefore, Hoggan and Finnegan (2023, p.8) advocated: "stop rehashing old critiques and instead offer or adopt more recent iterations of theory and provide productive and substantive steps forward".

Scholars also address the importance of action. Stuckey et al. (2022) believe "transformative learning generally occurs when a person encounters a perspective or experiences an event that represents a disjuncture with their existing perspective" (p. 1460). They also state that action plays a crucial role in transformative learning, representing the behaviors that individuals apply in their newfound transformations in practical terms, transitioning from purely cognitive to behavioral changes. This suggests that without tangible action, these other elements may not be adequate to bring about significant change. Howie and Bagnall (2013) criticized Mezirow's transformative learning theory creating certain coherent experiences rather than reality for us.

There is a debate about the role of the educator in transformative learning. Some argue that the educator's role should be more directive and focused on guidance, whereas others advocate for a more facilitative approach that enables learners to discover and explore independently (Mezirow, 1997).

References

Hoggan, C., & Finnegan, F. (2023). Transformative learning theory: Where we are after 45 years. New Directions for Adult and Continuing Education, 2023, 5–11. https://doi.org/10.1002/ace.20474

Hoggan, C., & Hoggan-Kloubert, T. (2022). Critiques and evolutions of transformative learning theory. International Journal of Lifelong Education, 41(6), 666–673. https://doi.org/10.1080/02601370.2022.2164434

Howie, P., & Bagnall, R. (2013). A beautiful metaphor: Transformative learning theory. International Journal of Lifelong Education, 32(6), 816–836. https://doi.org/10.1080/02601370.2013.817486

Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult & Continuing Education, 1997(74), 5. https://doi-org.library3.webster.edu/10.1002/ace.7401

Stuckey, H. L., M. Peyrot, R. Conway, and E. W. Taylor. 2022. “A

conceptual validation of transformative learning theory.” Social Science Quarterly 103:1459–1474. https://doi.org/10.1111/ssqu.13205

Taylor, E. W., and M. J. Snyder,.2012. “A Critical Review of Research on 

Transformative Learning Theory, 2006-2010.” In Handbook of Transformative Learning Theory: Theory, Research and Practice, edited by E. W. Taylor and P. A. Cranton, 37–55. San Francisco, CA: Jossey-B