Toward a Critical Theory of Transformative Learning

Abstract

This article explores how key ideas from the critical theory of Oskar Negt can be utilized to address critiques and further enhance Mezirow's theory of transformative learning. The implications of Negt's work on the dialectical nature of experience are identified. So too are the connections he makes between experience, social structures, and social change. Both Dewey and Mezirow build on the importance of experience for learning and education and their work will be re-framed and so contribute to the development of a Negt-inspired critical theory of transformative learning. In addition, ideas such as exemplary learning and competences are taken from Negt in a project that makes transformation theory more cognisant of the perceived missing social dimension in Mezirow's work. Mezirow commenced the task of creating a critical theory of transformative learning, and this paper continues the project. Implications for biographical/narrative research are identified.