The core idea of Mezirow’s article is the promotion of transformative learning in the adult learning context to fully realize the standards for judging and transforming frames of reference for critical reflection. Among a variety of learning approaches, namely instrumental, impressionist, communicative, and normative, transformative learning is characterized by evident benefits in terms of its attention to autonomous learning. According to Mezirow (1997), a transformative method is “rooted in the way human beings communicate and is a common learning experience not exclusively concerned with significant personal transformations” (p. 10). It means that learners should address their values and beliefs but never forget about communication worth. The negotiation of values plays an important role in critical reflection through the prism of the offered intervention (Mezirow, 1997). Educators help recognize the frames of reference and new perspectives of the already obtained knowledge to enhance discourse and interpretations. Mezirow (1997) underlines the impact of such concepts as truth, justice, and freedom in transformative learning. When people know how to share their opinions and respect the positions of other individuals, they are able to generate the offered material and apply it in practice.
The author wrote the article to demonstrate how the transformation theory perspective might improve adult learning and create appropriate conditions for the creation of high-quality knowledge and interpersonal discussions. Regardless of the current level of education and personal experiences, educators and learners have to develop their judgments and standpoints respectfully to the chosen discourse and deal with social and cultural factors. The information introduced in the chosen article may benefit adult learners by showing how to combine personal assumptions and frames of reference and succeed in learning, following the principles of rationality and autonomy.
Reference
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult & Continuous Education, 1997(74), 5-12. Web.