ABSTRACT
Introduction For Jack Mezirow, transformative learning is about changing perspectives (Cranton, 2002; Taylor, 2007). Mezirow (2009) places his discussion in the context of critical reflection as a “rational process . . . a metacognitive application of critical thinking that transforms an acquired frame of reference – a mind-set or worldview of orienting assumptions and expectations involving values, beliefs, and concepts – by assessing its epistemic assumptions” (Mezirow, p. 124, in Dirkx, Mezirow, & Cranton, 2006). Of course, there are many alternative conceptions of transformative learning and this variety has important implications for the development of Transformative Learning Theory (Taylor, 2008). Taylor (2008) also notes: “ . . . much is not known about the practice of transformative learning in the classroom . . . Furthermore, there is little known about the impact of fostering transformative learning on learner outcomes” (p. 13). This paper addresses these topics. It explores the consequences of posing Gaia Theory as a transformative challenge to the conventional worldview of Physical Geography.
