Author: Thomas Howard Morris
School of Education, Bath Spa University

Edition: Volume 60, Number 1, April 2020

Introduction: Making appropriate perspective transformations as we age is necessary to meet the demands of the rapidly changing conditions within our world. Accordingly, there has been a growing interest in the role of mindfulness in enabling transformations. Still, how mindfulness may facilitate perspective transformations is not well understood. The present paper draws from empirical evidence from psychology and cognitive science to discuss the theoretical possibility that mindfulness may facilitate perspective transformations. A theoretical model is presented that depicts an incremental transformative learning process that is facilitated through mindfulness. Mindfulness affords the adult enhanced attention to their thoughts, feelings, and sensations as they arise in the present moment experience. This metacognitive awareness may moderate the expression of motivational disposition for the present moment behaviour, enabling a more objective assessment of the conditions of the situation. Nonetheless, in accordance with transformative learning theory, an adult would have to become critically aware of and analyse the assumptions that underlie the reasons why they experience as they do in order to convert behaviour change to perspective transformation. Further empirical studies are necessary to test this assumption of the theoretical model presented in the present paper.

Keywords: Adult learning, Jack Mezirow, transformative learning theory, mindfulness, perspective transformation, lifelong learning

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This article is part of AJAL, Volume 60:1. The entire volume is available in .pdf for purchase here.