Mezirow's Psychocritical Approach Jack Mezirow introduced his theory of psychocritical approach of transformative learning in 1978 and deals with how adults process and make sense of experiences. According to Mezirow, our frame of reference is composed of “a habit of mind” and “a point of view.” When our beliefs, assumptions, values, and/or perspectives are changed as a result of an experice, transformative learning has occurred. There are four main parts to Mezirow’s transformative learning process: experience, critical reflection, discourse, and action. In other words, once someone has a significant experience, the person must reflect upon and process it, weigh the pros and cons, and finally, take action. (Merriam, et al. 132-136) (Picture and Summary: Christopher Sharpe)

Robert Boyd’s Psychoanalytic Approach Robert Boyd gave a psychoanalytic approach to transformational learning with a foundation in depth psychology. He views the process of transformational learning as finding an understanding of our inner psyche and its unconscious influences on our daily lives. Boyd’s definition of transformation is, “a fundamental change in one’s personality involving conjointly the resolution of a personal dilemma and the expansion of consciousness resulting in greater personality integration.” (Meriam et al. 139) Boyd’s approach is a more holistic and intuitive view than that of Mezirow. This approach views the transformation as an inner journey, involving the resolution of inner conflict to achieve self-actualization. (Picture and Summary: Dianna Marino)

Daloz’s Psychodevelopmental Perspective to Transformational Learning Daloz’s psychodevelopmental perspective to transformational learning augments Mezirow’s seminal ideas. He takes a storied approach to development and transformative learning. Though he recognizes the importance of cognitive growth like Mezirow and Freire, he acknowledges the importance of the whole person in that growth. Through storytelling, Daloz journey toward a more holistic and transformed world-view. Daloz was a teacher and administrator, focuses on adults who are returning to higher education. Some of the critical concepts in his theory are personal development, mentor and dialogue/discourse. Firstly, in his view, the goal of transformational learning is lifelong personal development, with the teacher serving as a mentor in the process. Daloz recognizes that people need to make meaning of their experiences and that individuals are often in a developmental transition when they seek higher education to help them make sense of lives whose fabric of meaning has gone frayed. Secondly, the mentor serves as guide, cheerleader, challenger, and supporter during the learning process. Thirdly, he claims that dialogue/discourse is integral to the process of transformation. He concentrates on the importance of stories on the journey toward an expanded world-view. Next, the mentor can tell the student stories in an effort to promote development. It is through this mutual storying of lives that development can occur. Stories also assist mentors in doing three things to students; providing support, challenging students, and providing a vision. Daloz also offers three maps of adult development but he does not prescribe an end point to this transformational journey. The first map consists of phase theories of adult development (Daniel Levinson), which examine common tasks that people confront as they face the problems associated with aging. The second map is stage theories (Kegan), which examines cognitive growth and the ability to think outside of one’s cultural reference. The third map is Perry’s model of intellectual and ethical development. (Picture and Summary: Jihyeon Kim)