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Transformative learning is a process by which uncritically assimilated frames of reference are questioned and revised to make them more open, permeable, and better justified. In this article, transformative learning is set within the larger context of adult education and, briefly, within the history of the field. Critical self-reflection and discourse are central to Mezirow's rational approach to transformative learning. Critiques of Mezirow's work have led to the expansion of the theory to include alternative perspectives: connected knowing, social change, group and organizational transformation, extrarational transformation, and an ecological view. The article concludes with a discussion of teaching for transformation: empowering students, fostering critical self-reflection and self-knowledge, and supporting learners.

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