MezirowandTransformation

Theory

Introduction

ThischapterpresentsMezirowsTransformationTheory1andaseriesofcritiques
supportedbythepublishedliterature.TransformationTheoryisamodelofadult
learningdevelopedandfirstpresentedbyMezirowin1978incollaborationwith
Marsick.

IfirstlysummariseMezirowsTransformationTheoryofadultlearning.I
followthissummarywithapresentationofthemainpublishedcriticismsof
Mezirowstheory.Ihavegroupedthecriticismsintothefollowingcategories:the
apparentcohesionofaweaklylinkedmodel;thepropositionthatthemodel
operatesasametaphorratherthanatheory;substantiveinadequaciesofthemodel;
andlesssubstantiveissuesdrawnfromtheliterature.

1 Transformation Theory is the theory of how transformative learning occurs, what transformative
learning is and how it is best developed in adults. Within Transformation Theory there are a number of
terms used synonymously for learning that transforms a persons meaning perspective; viz.
transformative learning, transformation learning and transformational learning. Often the term
transformative learning and transformative learning theory are used synonymously for Transformation
Theory. A transformation refers to a non-reversible shift in a persons meaning perspective towards
greater inclusiveness, discrimination, openness or permeability (to other ideas), flexibility,
reflexiveness and autonomy. A meaning perspective is a basic belief or assumption a person holds
about how the world works (Mezirow, 1978, 1991a, 2000). In this paper, transformative learning or
transformative learning theory is used generally where the term transformation theory is not required.
This language usage is critiqued later in the Chapter.

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 TransformationTheoryinbrief

Beginnings

MezirowstatedthathebasedhisTransformationTheoryonextensivegrounded
researchthathehadundertaken.In1978hepresentedthetheoryinapapertitled:
Educationforperspectivetransformation.Womensreentryprogramsin
CommunityColleges,writtenincollaborationwithVictoriaMarsick.Itwasalso
presentedinthejournalAdultEducationQuarterlysimplytitledPerspective
transformation(Marsick&Mezirow,1978;Mezirow,1978).Mezirowhassince
developed,refined,clarifiedandextendedaspectsofTransformationTheory.Hehas
basedthesemodificationstothetheoryvariouslyonothersapplicationsofthe
modelinresearch;discussionsanddialogueswithpeersatconferences;arguments
andexpositionswithpeersinjournals;andpeerresponsestohisownbooksonthe
subject.Therearenowregularconferences,publishedjournalsandgatheringsthat
holdTransformationTheoryastheirprimefocus(Mezirow,2000,2009).

ThischapterbeginswithapresentationofMezirowsdescriptiona
transformation,whatitmeans,andwhatactuallygetstransformed.Thechapter
thenpresentsMezirowsideaofdomainsoflearningwithregardtotransformative
learning.Differenttypesoftransformationalshiftsarethendescribed,followedbya
clarificationofwhatMezirowapparentlymeansbylearning.Differentkeyelements
oftheprocessoftransformativelearningarethenpresented.Finally,thetensteps
Mezirowhasdescribedasbeingkeypartsofatransformativeprocessaresetout
andexplicated.

EnlargingtheWorldview

AccordingtoMezirow,transformativelearningislearningthatoccurswhenanadult
engagesinactivitiesthatcauseorallowthemtoseeadifferentworldviewfromtheir
own.Forthelearningtobetransformative,inMezirowstheory,adultsthenworkto
integratetheimplicationsofthatdifferentworldviewintotheirownworldview,
therebyenlargingit.Thischangetoapersonsworldviewandtheenlargingofitis

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whatMezirowcallstransformative.Therangesofactivitiesthatcouldcauseorallow
apersontoseeaworldviewdifferentfromtheirownandtointegratethedifferent
worldviewintotheirownarenumerousandcanbeculturallyspecificoracultural.
Thetransformationmaybesmalloritmaybelargeandmayhaveasmallorlarge
impactonanadultlearnerslife,eitherinitiallyorovertime.

SeeingtheWorldDifferently

Mezirowdescribestransformativelearningasaparticulartypeofadultlearning
(Mezirow1978,1991a,2000).Hedescribesthislearningasaprocessofanadult
modifyingoradjustingnarrow,problematic,fixed,orstaticassumptionsand
expectationsinthemselves.Hedescribestheseassumptionsandexpectationsin
adultsaspartofaframeofreferenceormeaningperspectivethroughwhichwe
filterourincomingsenseimpressionsoftheworld.Themeaningperspective
selectivelyshapesanddelimitsperception,cognition,feelingsanddispositionby
predisposingourintentions,expectations,andpurposes.Itprovidesthecontextfor
makingmeaningwithinwhichwechoosewhatandhowasensoryexperienceisto
beconstruedand/orappropriated(Mezirow,2000,p.16).Mezirowstatesthata
transformationinameaningperspectivemeansthatapersonviewstheirworld
differentlyandthisincludesviewingthemselvesdifferently.

Mezirowstatedthathisideaofatransformationofameaningperspectiveis
partiallyderivedfromKuhnsideaofaparadigmshift.Aparadigmisasetof
concepts,beliefs,methodsofenquiryandvaluesthatareheldbyaparticular
scientificdiscipline,whichtendtowardsformsofinquiryandresearchthatreinforce
thesesameconcepts,beliefsandvalues(Kuhn,1970).Kuhncoinedtheterm
paradigmshifttoindicatewhenawholenewsetofconceptsorbeliefsbegantotake
overfromthepreexistingset,foragivendiscipline.

Mezirowstatedthatitwasthisideaofaparadigmshiftthatwasformative
forhimashedevelopedhisTransformationTheory(Mezirow,1991,p.XIII).Mezirow
describesaparadigmasacollectivelyheldmeaningperspective(Mezirow,1990,p.
46).HewritesthatTransformationTheoryisapplyingtheideaofaparadigmshiftto
anindividual.Thatis,atransformationofaparadigmhasequivalenceswitha

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perspectivetransformation.Thus,transformativelearningmayarguablybeseenasa
paradigmshiftforanindividual,ratherthanacommunity.Mezirowproposesthat
anindividualwhoexperiencestransformativelearningwouldhaveashiftinhisor
hermeaningperspective.Theshiftisawayfromnarrow,problematic,fixed,orstatic
meaningperspectivesandtowardsmoreinclusive,discriminating,openor
permeable(todifferentideas),flexible,holistic,reflectiveorexaminableand
autonomousmeaningperspectives.Transformativelearning,accordingtothis
theory,isthusseenasanonreversibledirectionalchangethatgetsratchetedupas
itprogresses.

Mezirowdescribeshimselfasunashamedlyinthecampofthe
EmancipationistsandpartoftheEnlightenment2tradition(Mezirow,2000).He
arguesthatatransformativelearningshiftalwaysleadsanindividualtowards
improvedpsychologicalhealthandasaconsequencethisflowsontothecommunity
generallythroughimprovedsocialandculturaloutcomesderivedfromindividual
actions.

ShiftingMeaningMakingStructures

Mezirowhasdevelopedatheoreticalmapofadultmeaningmakingstructures
(Mezirow,1991a).Inthismaphedescribestwostructurescalledmeaningschemas
andmeaningperspectives.Ameaningschemaisabelieforbasicideaaperson
mighthaveabouthowsomethingoughttoworkordoeswork.Ameaningschema,
accordingtoMezirow,couldbeabouthowtodosomething,howtounderstand
something,someoneoragroup,orhowtounderstandoneself.Thiscouldbea
belief,forexample,abouthowanenginemaywork,whatconstituteswhatafamily
is,communityrulesofengagement,normsofhowpeopleinteract,oraboutphysics
ormusic.Thetransformationofameaningschemacouldbe,forexample,
discoveringthatnotallfamiliesworkinthesamewayorexperiencingplaceswhere

2 The Enlightenment tradition is used here to refer to the advocacy and support for a rational approach
to argument, discourse and discussion as the superior way of intellectual operation and essential for
progress, as well as a belief in the improvability of man and woman through this use of rationality,
science and education.

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therearedifferentnormsofinteraction,suchasothercountriesandcultures.When
thisdiscoveryorexperienceoccurs,Mezirowsaysthatthemeaningschemaaperson
hasofhowafamilyworksmightbetransformedorhowacultureshouldoperate
couldbroaden.

Ameaningperspectiveisamorefundamentalbeliefthanameaningschema
andisthestructureofassumptionswithinwhichonespastexperienceassimilates
andtransformsnewexperience(Mezirow,1991a,p.42).Beliefsmightinclude,for
example,anotionofapersonslegitimateroleisintheworld,orabeliefaboutthe
importanceoffamily,orabeliefinapersonsidentity.Theseareallmeaning
perspectives.Thus,transformingameaningperspectiveisnotaneverydayevent
andmayactuallybeveryrare.

Ontheotherhand,anddependingoncircumstances,transformingameaning
schemawilltendtobealessuncommoneventthantransformingameaning
perspective.MeaningperspectivesinMezirowstheoryareequivalenttopersonal
constructs,perceptualfilters,conceptualmaps,personalideologies,andhabits
ofexpectationorideasabouthowtheworldworks(Mezirow,1991a).More
recently,Mezirowhasbeenusingotherequivalenttermsformeaningperspectives
thataremorerecognisabletolayornonacademicpeoplesuchasahabitofmind,
aperspective,aconcept,anattitude,anoutlook,awayofthinking,astrongly
heldgroupofopinionsorbeliefs,adeeplyheldvalue,anidentity,aworldview
andapointofview(Mezirow,2000).

Transformationofameaningperspectivehasaprofoundimpactonan
individualslife.Itchangesthewayanindividualseeshimselforherselfandit
changesthewaytheycontinuetolearnandconstruenewmeaningsabouttheworld
(Mezirow,1991a).Theimpactofthetransformationcancomefromtheongoingand
expandingdivergencebetweenhowapersonusedtothinkandactandwereseen
bythosearoundthem,andhowtheynowthinkandactandareseenbythose
aroundthem,followingthetransformation.Thiscanhaveconsequencesonwhether
ornotapersoncontinueswiththetransformativelearningprocess,ifthedivergence
getstoosevere,orimpactsontheirlargerlife.

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DomainsofLearning

Mezirowdescribestransformationsinmeaningperspectivesasoccurringineither
theinstrumentaldomainorthecommunicativedomain.Theideaofdomainsof
learningisanideaborrowedandexpandedfromHabermas(1971).

Mezirowdescribestheinstrumentaldomainasinvolvinganunderstandingof
howthingswork.Thisincludesanunderstandingofsuchareasas:howto
manipulatetheenvironment(includingpeople),engineering,adultlearningand
training,trades,managementskills,andothertechnicalareas.Theinstrumental
learningdomainrelatestolearningaboutcauseeffectrelationshipsandproblem
solving.Meaninginthisdomainiscreateddeductivelythroughexperimentingwith
theenvironmenttobecomemoreeffectiveincontrollingitinagivenproblemarena.

Mezirowdeclaresthatatransformationcanalsooccurinthecommunicative
domain.Thecommunicativedomaininvolvestherelationshipsbetweenpeople;
howpeoplecommunicatetogether;howpeoplepresentthemselves;andgenerally
howbeliefsandpracticesofhumancommunicationoccur.Thecommunicative
domainincludesunderstanding,describingandexplainingintentions;values;ideals;
moralissues;political,philosophical,psychological,oreducationalconcepts;feelings
andreasoning(Mezirow,1991a,p.75).Thecommunicativedomainiswherepeople
learnaboutculturalandsocialgroupnormsofbehaviourandthought.Itiswhere
meaningiscreatedthroughabductivereasoning,whichMezirowdescribesasthe
processofusingourownexperiencetounderstandanothers,andwhereeachstep
inthelogicchainsuggeststhenextstep(Mezirow,1991a).

Initially,Mezirowalsorecognisedtheemancipatorydomainasadomainof
learning.Mezirowdescribedtheemancipatorydomainasonewhereaperson
becomescriticallyreflectiveonhisorherownassumptions.Hestatedthatthe
emancipatorydomainwaswheretransformativelearningtookplace.Sincethen,
Mezirowhasdepictedtheprocessoftransformationasoccurringinboththe
instrumentalandcommunicativedomainsandhenolongerworksconceptuallywith

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theideaofanemancipatorydomain(Mezirow,2000).

TypesofTransformations

Mezirowhasstatedthattherearetwotypesoftransformationinmeaning
perspective.Hecallsthemepochaltransformationsandincremental
transformations(Mezirow,1978,1991a).Anepochaltransformationissaidtooccur
whenalearnersmeaningperspectiveshiftsveryquickly,overperhapsminutesor
days.AcommonexamplewouldbewhensomeonefeelsasenseofEurekaorAh
Ha!aboutanareaofstudyorresearchorlife.Theshiftinmeaningperspective
comesquicklyandthedifferenceisimmediatelyobvioustothelearnerinvolved.
Withtheepochaltransformation,thetransformationofameaningperspectiveis
directlyexperienced.Insightisatermfamiliartomany,andanepochal
transformationwouldbecomparablewithaverydeepinsightbecauseitisa
consciousexperienceofatransformationfromonestateofnotknowingtoanother
stateofknowing.

Anincrementaltransformation,ontheotherhand,istheresultofsmallshifts
inmeaningschemathat,overtime,perhapsovermonthsoryears,leadalearnerto
slowlyrealisethatameaningperspectivehasshifted.Withincremental
transformationthereisadawningawarenessthatameaningperspectivehas
changed,ratherthanadirectexperienceofthechange.Thisisakindofkindof
retrospectiveremembering,forexample,apersonrememberingthattheyhada
beliefthattheycouldneverfinishanythingsuccessfully,findingtheyhavecompleted
auniversitydegree.Bothincrementalandepochaltransformationsassumethereisa
consciousappreciationofashiftinmeaningperspectiveinordertobecalled
transformative.

TypesofLearning

Mezirowdefineslearningastheprocessofusingapriorinterpretationtoconstrue
aneworarevisedinterpretationofthemeaningofonesexperienceinorderto
guidefutureaction(Mezirow,1996p49).Applyingthisdefinitiontothedomainsof
learningandthemeaningstructuresmentionedearlier,therearefourdistincttypes

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oflearning(Mezirow,1991a).Firstly,thereisthelearningthatoccurswithina
meaningschemasuchasextendinganabilitytousemathematics,ortoproblem
solve.Thislearningisintheinstrumentaldomain.Secondly,thereisthelearningthat
occurswhenanewmeaningschemaiscreated,suchasanewschemathatastudent
mightlearninauniversity.Thislearningcouldbeineitherofthedomainsof
learning,eithertheinstrumentaldomainorthecommunicativedomain.Thirdly,
thereisthelearningthatoccurswhentheoutcomeisatransformationofameaning
schema.Thisislearningthatoccursthroughreflectiononcontentortheprocesses
ofdeterminingaction(actionheredescribingproblemsolving,theway
communicationoccurs,aswellasatypeofactionintheworld).Thisalsocouldbein
eithertheinstrumentalorthecommunicativedomain.Fourthly,thereisthelearning
thatresultsfromatransformationofameaningperspective.Thisresultsfrom
reflectiononunderlyingbeliefsandassumptions.Thistypeoflearningismostlikely
tobeinthecommunicativedomain.Clearly,thefirsttwoformsoflearningreferto
whatmightbecalledregularlearningandthelattertwoformsoflearningare
transformativelearning.

KeyElementsofTransformativeLearning

AccordingtoMezirow,thefollowingelementsofdisorientingdilemmas,critical
reflectionandrationaldiscoursearekeytobringingabouttransformativelearning.
Heassertsthattheapplicationorexperiencingofoneoftheseelements,allofthese
elements,oracombinationofthem,mayleadtotransformativelearning.Itis
importanttonotethatapersoncanutilisealltheseelementsandnotnecessarily
experiencetransformativelearning.Transformativelearningmayoccurthrougha
whollylinearprocessoritmaybestepwiseorindeeditmaybedisjointed(Coffman,
quotedinTaylor,1997).Thepathtoatransformativelearningexperienceis
individualistic,fluidandrecursive(Taylor,2000,p.292).ItisclearthatMezirows
transformationinTransformationTheoryisinmanywaysaposthocdescriptionof
anumberofelementsthatshowarecognisablepatternwhichhasledtoa
consciouslyunderstood,permanentandintegratedpositivedirectionalshiftina
personsmeaningperspective.

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Disorientingdilemma.Mezirowreferstoadisorientingdilemmaasbeingonetype
ofsignificantstimulusthatleadsmanypeopletoundergoameaningperspective
transformation.Adisorientingdilemmaisadilemmathatcausesasignificantlevelof
disruptionordisturbanceinaperson.Adisorientingdilemmacouldbeasextremeas
thedeathofaspouseorchild,alifethreateningillness,adivorceorjobloss.Itcould
beamoremodestdilemmasuchasengaginginaprofessionaldevelopment
program,attendingauniversity,anewcareer,orreadingaparticularlydisturbing
book.

Oneresultofthisdisorientingdilemmaisthatthedisorientedpersonisledto
examineandreflectonwhyheorsheisdoingwhattheyaredoingintheirlives.The
disorientedpersonmayalsoexaminethebeliefsandimplicitortacitassumptions
underlyingtheirownbeliefsandsubsequentactions,aprocesswhichMezirowcalls
criticalreflection.Whenthedisorientedpersondoesthiswithothersitbringsinthe
thirdelementofrationaldiscourse.Mezirowsuggestsinhiswritingthatthisself
examinationthroughcriticalreflectionandrationaldiscoursemightnotoccur
withoutthedisorientingdilemmatakingplace(Mezirow,1991a).

CriticalReflection:Mezirowdescribescriticalreflectionasbeingimportantinhis
theory.Itistheprocesswherebyapersonintentionallyconstruesnewmeanings
throughcriticallyexamininghisorherownbeliefsorasetofbeliefs.Mezirow
presentscriticalreflectionasaprocessthatcanoccurinmanywaysandthrough
manyagencies.Criticalreflectionincludesidentifyingembeddedassumptionsaswell
asconsideringtheseassumptionsinanobjectiveandrationalmannerthrough
consciousreflection.Mezirowdescribesthreemainframesforcriticalreflection
(Mezirow,1991a,2000).Thefirstframeforcriticalreflectioniscontentreflection,
whichisreflectiononwhathappens,howithappensoronthedataavailableabout
anareaofconcern.Forinstance,inassessingsomeonesleadership,wewould
reflectonthedataavailableonthetypesofleadershiptheyhaveexhibited.

Thesecondframeforcriticalreflectionisprocessreflection,whichisreflection
onwhetherthecontentavailableissufficient,whethertheinterpretationofthedata
isadequateandwhetherthestrategyforcollectingandjudgingthedatawas
adequate.Forinstance,inassessingsomeonesleadership,wemightalsoreflecton

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whetherwehaveenoughdata,fromwhomitcame,howitwascollectedandother
interpretationsofthedata.

Thethirdframeforcriticalreflectionispremisereflection,whichisreflectionon
underlyingpremises,beliefsandassumptions,andincludeswhytheareaofconcern
isbeingfocusedon.Forinstance,whileassessingsomeonesleadership,wemight
alsoreflectonthepremisesthatledustobelievethatleadershipisagoodcriterion
touseforjudgingthem,orwhetherjudgingisvaluableatall,orevenwhetherwe
aregoodjudges.Mezirowstatesthatheconsidersthefocusonpremisereflectionas
themostcrucialinbringingaboutatransformativeshiftinameaningperspective.

Onseveraloccasions,Mezirowhashighlightedthepointthatcriticalreflection
hasanumberofsubordinateelementsthatallneedtobeinplaceforittooccur
(Mezirow,1991a,1998).Theirorderisnotessentialbuttheirpresenceis.Thefirst
elementisthepossessionofmeanstoilluminateunderlyingbeliefstructures.This
canbedonethroughindividualprocessesandeffortsorwithotherpeople.The
secondelementisdetachmentfrombeliefsinordertobeobjectiveand
dispassionateenoughaboutwhatisbeingreflectedupon.Thedetachmentcanallow
peopletorelaxtheirselfprotectiveresponsesandmakethemmorelikelytobe
opentonewideasandpointsofview.Thethirdelementisperseveranceintheface
ofambiguity,restlessness,awkwardness,agitationorsurpriseinordertoseewhat
developsoremergesfromthereflectiveprocess.Thefourthelementistheabilityto
thinkthroughwhatisbeinguncoveredinarationalenoughmanner,sothatobvious
incongruenciesarehighlightedandexaminedratherthanavoidedoroverlooked.

RationalDiscourse:Mezirow(1991a)emphasisedinhiswritingthattheabilityto
engageinrationaldiscourseiscrucial.Rationaldiscourseisawayofdiscussingwith
otherpeople,inalogicalandobjectivemanner,personallyandsociallyheldbeliefs
andassumptions.Moreover,itimpliesdoingitinamannerthatwillhighlight
incongruencies,biasesorblindspots.Rationaldiscussion,rationalordeepdialogue
withcolleaguesorfriends,logicaldebateswithfriends,peerdialogues,and
teacher/supervisordiscussionsarealldifferenttypesofpossiblerationaldiscourses.

Rationaldiscoursecanassistperspectivetransformationandcanbolsterand
integrateanalreadymodifiedmeaningperspective(Mezirow,2003).Mezirowwrites
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thathehasbeenpersuadedthattheideasofrationalenoughdiscussionsarea
realisticsubstitutefortrulyrationaldiscussions(Mezirow,2000).Hediscussesthe
idealconditionsforrationaldiscoursewhileatthesametimemakingitclearthat
theyconstituteanunattainableprinciple(Mezirow,2000).Heclaimstheideal
conditionsincludethemainprotagonistshavingaccurateandcompleteinformation,
beingfreefromexternalcoercionanddistortingselfdeception,andbeingopento
alternativepointsofview.Additionally,theymustbeabletoempathiseandbe
concernedabouthowothersthinkandfeel,andbebeingabletoweighevidence
andassessargumentsobjectively.Theprotagonistsrequireanawarenessofthe
contextofideasand,moreimportantly,anabilitytoreflectonunderlying
assumptions,includingtheirown;Aswell,thereneedstobeequalopportunityto
participateinvariousrolesduringadiscourse,andawillingnesstoseek
understandingandagreementandtoacceptaresultingbestjudgement(Mezirow,
2000,p.13).

TheTransformativeProcess

Mezirowreportsthat,whenheexaminedhisoriginaldata,henoticedanumberof
patternsofactivitiesorbehaviourthattheparticipantsinhisstudytypicallywent
throughandreportedon.Fromthis,hewrites,thathedevelopedadescriptionofa
numberofthestepsthatareinvolvedinthetransformativelearningprocess
(Mezirow,1978).Broadly,thesestepsdescribetheprocessofapersonbeing
engagedinactivitiesthatmayleadthemtoashiftinameaningperspective;the
effectsoftheshiftingprocess;grapplingwiththeconsequentlearningpressuresand,
finally,engagingwithotherstoworkthroughthestruggletointegratethenew
meaningperspectivewiththeirotherexistingmeaningperspectivesandlargerlife.

Mezirowclaimedthathisresearchparticipantsdescribedthesestepsasbeing
important.Thestepsillustratethetypeofdevelopmentthatlearnerswentthrough,
eventhoughthestepswereenactedinhighlyindividualways.Thesestepsin
differentwaysandindifferentordersassistedlearnerstointegrate,developand
makesenseoftheshiftedmeaningperspectivethattheyhaddeveloped.Hehas
extensivelyandeffectivelycomparedthesestepswithotherpsychologicallearning

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theoriesinhisearlyworkTransformativeDimensionsofAdultLearning(1991a).

InhisrecentcollaborationstitledLearningasTransformationand
TransformativeLearninginPractice,Mezirowhasrestatedthatthestepsare
illustrativeofmanyoftheexperiencestransformativelearnersgothrough(Mezirow,
2000,2009).Thesestepsarelittlechangedsincehisinitialpresentation,andhehas
beenconsistentintheirpresentationovertime(Marsick&Mezirow,1978;Mezirow,
1978).Mezirowstatedthateachofthemisametaphoricaldescriptionofpraxis,an
interplayordialecticbetweenactionandunderstandingthatactstoproducean
alteredstateofbeing(Mezirow,1978).Assuch,thestepsmayoccurindifferent
waysandindifferentorders.Theymaybecyclicalorrecursiveandalearnermay
startanywhereinthestepsandnotincludethemall.

Mezirowhasbeenforcedtodefendthislistfromcriticsonanumberof
occasions.Thecriticshavesought,intheirwritings,tointerpretitasafixedlistof
essentialstepsthatsuggestMezirowhassaidalltransformativelearnersmustgo
througheachstepinordertoexperiencetransformativelearning.Thesecritics
appeartobesuggestingthatheismovingfromadescriptionofaprocesstoa
prescriptionforachievingtransformativelearning,althoughitisnotclearfrom
Mezirowswritingthatthisishisbelieforintent(Taylor,1998;Mezirow,2000,2009).
Thestepsthatfollowareadirectquote,takenfromhisbookwrittenin2000in
collaborationwithotherresearchersandwriters.Itisimportanttostressagainthat
Mezirowstatesthattheymayoccurindifferentsequences,berepeated,butbythe
sametoken,couldsimplyfollowthislayout.Thestepsthemselvesreadinadry
manner,andIhaveaddedsomeillustrativeexamplesandexpandedcommentsin
parenthesestoclarifyeachstepfurther.

1. Adisorientingdilemma.(Apersongoestoacollegeforthefirsttimeinmidlife
andexperiencesalegitimateandvastlydifferentworldviewtohisorherown
andbecomesdisorientedabouttheirownbeliefsandlifechoicesadisorienting
dilemma.Forexample,themaincharacterinthemovieEducatingRitafrom
1983)

2. Selfexaminationwithfeelingsoffear,anger,guiltorshame.(Theimplicationof
thenewworldviewgeneratesfeelingsthatstemfromanuneasy,andattimes
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 frightening,considerationofpreviouslywaysoflookingattheworldthatfelt
verycertain.)

3. Acriticalassessmentofassumptions.(Thepersonundertakesanassessmentvia
criticalreflectionofsomeoftheirunderlyingbasicbeliefsasaconsequenceof
theselfexaminationofthepreviousstep.Forexample,apersonmaycritically
reflectonwhyheorshehadnotvaluedthemselvesandhasmissed
opportunitiesinlifebecauseofthatinitialassumptionabouttheirplaceinthe
world.)

4. Recognitionthatonesdiscontentandtheprocessoftransformationareshared.
(Thepersonengagesinrationaldiscoursewithfriends,colleagues,familyor
fellowstudentsanddiscoversthatthenewworldviewisnotforeignorweirdto
otherpeople.Theyalsodiscoverthatotherpeoplehavehadsimilarresponsesto
learningintheirlivesandcanunderstandthedisruptionofthedisorienting
dilemma.)

5. Explorationofoptionsfornewroles,relationshipsandactions.(Rational
discourseisusedtoworkthroughpossiblealternatewaystomoveforwardinlife
withclosefriends,peers,teachersorcolleagues.)

6. Planningacourseofaction.(Thepersonplansawayforwardthatwillaccord
withtheirnewlarger,moreflexibleanddevelopingworldview.)

7. Acquiringknowledgeandskillsforimplementingonesplan.(Thepersonengages
withdifferenttypesoflearningtogainspecificknowledgeandskillstofollow
theirplan,suchastraininginnewcapabilities,orgettinganewjob.)

8. Provisionaltryingofnewroles.(Thepersontriesouttheirnewrolesintheirlife
toseewhathappens,andtomodifyandadjusttherolesasrequired,suchas
tryingnewworkroles.)

9. Buildingcompetenceandselfconfidenceinnewrolesandrelationships.(The
personcontinuestopracticetheirnewroleswithgreaterconfidenceandawider
rangeofsituationssuchastryinganewjoborcontinuingwithnewworkintheir
existingjob.)

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10. Areintegrationintooneslifeonthebasisofconditionsdictatedbyonesnew
perspectives.(Thepersonintegratesthenewresponsestolife,andthenewskills
andabilitieswiththosetheycareabout,insuchawayastoberespectfulofthe
newlyacquiredexpanded,andmoreflexibleworldview.)

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