ABSTRACT
In this chapter, Jack Mezirow’s Transformation Theory is discussed in the context of Robert Kegan’s constructive-developmental theory. Based on a critical analysis of the arguments the two theorists raised about each other’s conceptualisation of adult transformation, it is maintained that they agreed about the nature of transformative learning to a large extent and that their theories, even though formulated in a different disciplinary context, could actually enrich each other in several perspectives. Upon completion of this chapter, the reader will have gained a comprehensive picture not only of the key principles underlying Mezirow’s and Kegan’s theories but, more importantly, of the way that transformative learning could be fostered in practice so that greater autonomy is achieved. To this end, a framework for the education of English language teachers is described, illustrating how transformative learning can be promoted in view of the function of English as an international lingua franca.
