ABSTRACT
This chapter discusses the elegant work of Jack Mezirow on transformative learning. Mezirow also provided a rich description of ten phases in the transformative process, which enabled its empirical study. This was accomplished by adding Mezirow's phases of transformation to course design and counseling surveys used for higher education assessment. Disorientation is an essential mode for commitment because it is the beginning—the scribbles of commitment. Without it transformation does not occur. A comparison with Erikson's stages of psychosocial development revealed that the descriptions of phases seem to fit best with the transformation from exploratory to sustaining modes and that may be the most likely transformation in one-on-one situations. Teachers who do not intuit how to support transformative learning cannot learn it from current, technique-dependent course evaluation forms. But real-time developmental education uses a different approach. Such focus would diminish distractions and thus, produce the accelerated development curriculum (ADC).
