Experience

There are several approaches to applying experiences to the learning process.
1. Teacher links explanations and illustrations to the prior experiences of the learner (assumes that the teacher has some level of knowledge about the learner's experiences)
2. Teacher attempts to link learning activities to the learner's current experiences (i.e. professional life, home responsibilities, community)
3. Teacher creates experiences from which learning flows and learning occurs through reflection and group discussion
4. Teacher stimulates uncertainty and doubt in learners about interpretations of previous experiences

While experience is a fundamental aspect of tranfomative learning, it is important to note that not all experiences trigger learning. In addition, an identical experience may trigger learning for one person but not another. Learning from an experience is dependent upon memories of previous experiences and store of knowledge. Some people will have the ability to respond to the new experience based on past experiences, while others will not.

Critical Reflection

Mezirow studied three types of reflection and found that only one lead to transformation. Content reflection is thinking about the actual experience, process reflection is thinking about ways to deal with the experience and premise reflection includes examining long-held assumptions and beliefs about the experience.

In his book "Developing Critical Thinkers" Brookfield talks about the importance of critical thinking in adults and how relevant it is to reflection and transformative learning. His model, which is at the forefront of transformative learning, consists of five phases.
1. Trigger event: "an unexpected happening prompts a sense of inner discomfort and perplexity"
2. Appraisal: This includes self examination of the situation
3. Exploration: Examine new ways of explaining the experience that has resulted in discomfort
4. Developing alternative perspectives: try a new way of behaving and thinking about the experience and gain confidence as a result
5. Integrate the new way of thinking into one's life

In his subsequent work, Brookfield expanded his theory of critical thinking. He referred to it as a "questioning and replacement of commonly held assumptions about the self and group, and social and political structures." However, there are at least two studies in which results suggest that transformations in perspectives are effected without conscious critical reflection. Other researchers believe that transformation can take place without being aware of the change process, while others suggest that transformations may occur through the process of assimilative learning (i.e. as the situation changes, we make decisions to move toward a way of thinking that is more appropriate to the new situation).

Development

King and Kitcheners reflective judgement model has made significant contribution to the understanding of the transformational theory. Their seven phased model shows that individuals move through developmental stages, with the last two emphasizing reflective judgment. Kegan also views development as a complex process requiring questioning the values and beliefs one holds. The result is a creation of new forms of knowledge that better links the gap between demands and one's ability to meet them.

Development is not only inherent, but it is also the outcome of transformative learning. Development helps us address a broader range of experiences and allows us to be more discriminating, more open and better able to integrate our experiences and perspectives.
Dozer, who focuses on adults returning to higher education, links transformational learning and development. He states, "The proper aim of education is to challenge students to examine their own conceptions of self and the world and to formulate new, more developed perspectives."