2021 article

Editor's Note: Transformative Education Throughout the Life Span

Hoggan, C. (2021, January). JOURNAL OF TRANSFORMATIVE EDUCATION, Vol. 19, pp. 3–6.

By: C. Hoggan n 

UN Sustainable Development Goal Categories
4. Quality Education (Web of Science)
Source: Web Of Science
Added: January 4, 2021

Is transformation a uniquely adult phenomenon? One perspective on this question can be seen in the writings of Mezirow (1991, 2004), where he claims that childhood is the time for formation and adulthood is the time for transformation. Part of Mezirow’s argument is that transformation needs to be driven by self-directed, metacognitive processes. In essence, he argues that adults should critically evaluate the taken-for-granted assumptions assimilated from societal upbringings and decide for themselves whether they will continue to believe them. (This is, of course, an oversimplification of Mezirow’s theory.) Addressing this metacognitive aspect of Mezirow’s theory, Sharan Merriam (2004) points out that his espoused processes presuppose that learners have higher levels of cognitive development, which cannot necessarily be assumed to exist even in adulthood. Acknowledging Merriam’s critique, Mezirow (2004, p. 69) added that the role and duty of adult education is “to help these adults acquire the insight, ability and disposition to realize this potential (for perspective transformation) in their lives.” This dialogue between Merriam and Mezirow points to the possibility that transformative education encompasses more than just promoting immediate, dramatic change, but that it also includes (and is arguably more justifiable in) the teaching and developing of processes that make possible and hold the potential for long-term transformative effects (Hoggan & Kloubert, 2020). And if this is the case, then although perspective transformation as defined by Mezirow may likely be restricted to adulthood, transformative education (in terms of promoting processes