Learning as Transformation: Critical Perspectives on a Theory in Progress. The Jossey-Bass Higher and Adult Education Series.

By J. Mezirow. 2000

1,655 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/530853db882d19c41c9ff6d50fc6a17381493a35

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Citations in the corpus

Learning for now or later? Career competencies among students in higher vocational education in the Netherlands (2012, background): “It is a process of ‘becoming critically aware of one’s own tacit assumptions and expectations and those of others and assessing their relevance for making an interpretation’ (Mezirow 2000, 4).”
Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers (2011, background): “Central to the transformative learning process is ‘ helping learners to critically re ﬂ ect on, appropriately validate, and effectively act on their (and others ’ ) beliefs, interpretations, values, feelings, and ways of thinking ’ (Mezirow, 2000, p. 26).”
Critical reflection as a framework for transformative learning in teacher education (2015, background): “It is action based on the cognitive processes of analyzing, critiquing, and reframing that contributes to transformative learning (Mezirow 1990, 2000).”
Exploring the relationship between learning and leadership (2001, background): “Indeed, the entire process of learning is a journey of change – change that is growth enhancing and developmental (Mezirow, 2000).”
Andragogy and Self‐Directed Learning: Pillars of Adult Learning Theory (2001, background): “Both perspectives assert that adult education should lead to ermpowerm-nent ('Freire, 2000; Mezirow, 2000).”
Developing alternative frameworks for exploring intercultural learning: a critique of Hofstede's cultural difference model (2009, background): “Hofstede’s metaphor ‘software of the mind’ and the deduction that national cultures impact on education as a unique system, irrespective of the educational level, leaves little scope for the understanding of transition, a concept inherent to adult learning (Mezirow 2000).”
Adult Learning and the Generation of New Knowledge and Meaning: Creating Liberating Spaces for Fostering Adult Learning through Practitioner-Based Collaborative Action Inquiry (2005, background): “Double-loop learning reframes the assumptions that underlie the points of view and habits of mind that people use to interpret their everyday experience (Mezirow, 2000).”