Mezirow’s Theory of Perspective Transformation

Mezirows Theory of spot Transformation Mezirows Theory of Perspective Transformation Adults today are the products of their individual histories and experiences, which influence their attitudes, thinking subprogrames, and conceptualisation of their worlds. John Mezirow believed that adults can be transformed from these experiences however, the transformative teaching involves critical self-reflection (Mezirow, 1990). Mezirow soundless that adults can be transformed through a process of intertwining a disorientating dilemma go aftered by critical reflection and innovative interpretations of the experience.Mezirows process of perspective transformation is often illustrated as linear, additionally Mezirow characterized ten variants scratch line with disorientate dilemma and ending with perspective transformation (Mezirow, 1990). Understanding the transformative knowledge and the disorientating dilemma helps adults appreciate and netherstand Mezirows possibility of perspectiv e transformation. The mystify of my transformation begins with an experience. For example, an experience that I encountered was this past May after graduating from Immaculata University under-graduate program.My disorienting dilemmas begins with choosing the continuation of my education to pursue a Masters breaker point or begin the long and tedious process of job seek and interviewing in a bleak economy. I believe that my decision is flavour altering and will only help me pursue a stentorian life. Evidence from Mezirows theory and the phases of transformative learning suggests that my dilemma falls under the branch process of a disorienting dilemma (Anonymous, n. d. ). later on starting clock I had a few months to figure out a dodging and implement my program.While exploring my options and figuring out a plan I became struck with fear, this fear came from the unknown of my future. To oercome my fear of the unknown I first self-examine who I am. I needed to get a better thinking of who I am today and who I want to be tomorrow. subsequently I made my decision to go back to school I began to talk more and more about graduate school with my family and polish friends. Once the discussion of me going back to school began, I started to turn around about others pursuing a graduate level all around me.For example I play basketball game locally in two different leagues. Most of the teams are composed of montage or recently graduated students. After I told my friends in the basketball leagues about my plans of going back to school a few of them overly stated that they were applying or already enrolled for graduate school. Hearing others committing to furthering their education and the process of enrolling helped calm the fear I had deep inside. pass on reassurance was added that others also shared in common the same transformation that I was tackling.This shared transformation between friends falls under Mezirow fourth phase (Anonymous, n. d. ) Onc e I overcame my fear of the unknown I started to initiate my plan of accomplishment which falls under the sixth stage of Mezirows theory (Anonymous, n. d. ). My plan started with looking at local schools in the area with any an MBA or MA program in Marketing or leading studies. I looked at a few specific schools such as West Chester, Widener, and Immaculata Universitys.After researching these schools I applied to them and waited to hear back for good lates. regrettably I did not get into my first choice of Widener because I was 70 points short of the requirement for my g-mat score. However, I did get accepted into West Chester and Immaculata. After I had gotten accepted into graduate school I felt a sigh of relief that I had accomplished my goal of starting the hot path to further my education. When I entered into graduate school this was a all in all new experience as well as a new role for myself.I wanted to build up my self-confidence in my new roles and environment to reach my upmost potential. Building up my self-confidence was stumper at first but I began to slowly overcome this from the guard of my family, classmates, and professors. Progress was slow at first because of the unknown that I was relations with in a new program and environment. Once I got over my first road bump I really started to take by with self-confidence which falls under Mezirows ninth phase (Anonymous, n. d. ).The resist phase of Mezirows theory is the action of the final component of the transformative learning process (Merriam, Caffarella, Baumgartner, 2007). When I was dealt with my disorientating dilemma I took a delayed action to retort my options and plan. After reality set in that now is the time to make my transformation this was the end of a new beginning. My action to follow through with my choice to further my education is based off of my new found perspective from my disorientating dilemma and Mezirows ten phases of transformational learning.Reference Merriam, S. B. , Caffarella, R. S. , & Baumgartner, L. (2007). Learning in adulthood A comprehensive make it (3. ed. ). San Francisco John Wiley & Sons. Mezirow, J. (1990). A guide to transformational and emancipatory pratice. PAACE Journal of Lifelong Learning, 7, 1-14. Retrieved February 14, 2011, from http//www. iup. edu/assets/0/347/349/4951/4977/10251/AF0EAB12-C2CE-4D2C-B1A0-59B795415437. pdf Anonymous. (n. d. ) Transformational theory.