Mezirow's Transformational Learning Theory Analysis

The Role of Cognitive Development in Mezirow’s Transformational Learning Theory
HRE 4025

Abstract
The purpose of this paper is to examine Sharan Merriam’s article on how cognitive development plays a role in Meziro’s transformational learning theory. She explains that while critical reflection and reflective discourse are not necessarily mandatory for a transformational learning experience to occur. She details this by using examples of how many transformative experiences are encountered through situational circumstances. She encourages further research on transformational learning with an interest in different methods to achieve such an experience other than high cognitive development.
She claims, “one must already be at a mature level of cognitive functioning to engage in the transformational learning process,” depicting the aforementioned developmental benchmark (Merriam, 2004). Mezirow believes that a transformation of one’s perspective is the key to adult development. Merriam elaborates on this argument by detailing how more experiences create a “more inclusive, discriminating, open, emotionally capable of change, and reflective” perspective (Merriam, 2004). To surmise, more experiences yield a more mature
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