The Role of Cognitive Development in Mezirow’s Transformational Learning Theory

By S. Merriam. 2004

488 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d9ffe1fb2064e84b4fa5f910db58de9151c3feb3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. E. Taylor
2. Nicos Sifakis
3. Patricia Cranton
4. K. Flores
5. B. Wright
6. Denise L. Levy
7. G. Matkin
8. P. Reeves

Citations in the corpus

• The education of teachers of English as a lingua franca: a transformative perspective (2007, background): “In order for such discourse to be effective, it is important for learners to have complete information at hand, be able to evaluate arguments freely and objectively (Merriam 2004: 62–3) and “offer a perspective about their own perspective” (Mezirow 2003: 61).”
• Narratives at work: the development of career identity (2012, unknown): “Research by Merriam (2004), Hoare (2006) and Manners, Durkin, and Nesdale (2004) shows that most adults, who have a lot of experience behind them, barely have a developed self-image.”
• Forum Comment on Sharan Merriam’s “The Role of Cognitive Development in Mezirow’s Transformational Learning Theory” (2004, background): “Merriam asks “How related are the ‘preconditions’ of education, socioeconomic class, gender, and so on to transformational learning?” (Merriam, 2004 [this issue], pp. 65-66). The “so on” would presumably include ideology, politics, religion, power, economics, and culture. In his Educating Reason, Ha”
• The Transformative Educator as Learning Companion (2008, background): “Some argue that a certain level of cognitive development and hence education is a prerequisite for transformative learning (Merriam, 2004; Mezirow, 2004), and this assumption may serve to discourage researchers from examining the experiences of literacy learners.”
• HEAD, HEART AND HANDS MODEL FOR TRANSFORMATIVE LEARNING: PLACE AS CONTEXT FOR CHANGING SUSTAINABILITY VALUES (2015, unknown): “Transformative Learning Theory has been applied as an adult learning theory because it was assumed that children lack the experience, cognitive ability and critical reflection needed for transformative experience (Merriam, 2004; Taylor, 2007).”
• An update of transformative learning theory: a critical review of the empirical research (1999–2005) (2007, background): “( 2001 ) reveal the developmental nature of reflection among nursing students and begins to give credence to Merriam’s ( 2004 : 65) position that ‘mature cognitive development is foundational to engaging in critical reflection and rational discourse necessary for transformative learning’.”
• Resolving Identity Conflict: Gay, Lesbian, and Queer Individuals with a Christian Upbringing (2008, background): “Transformational learning theory was proposed for adults, as opposed to children and youth, because of the advanced cognitive skills needed to complete each step of the process (Merriam, 2004).”
• Deficient Critical Thinking Skills among College Graduates: Implications for leadership (2012, background): “‘The goal of transformational learning is independent thinking’ (Merriam, 2004, p. 61).”