Transformative Learning Theory (TLT)

An analysis of the participants’ narratives revealed similarities in terms of the emotional cadence, sequences, themes, and of the underlying processes that defined such similarities. A dominant theme emerging from the analysis was that without being conscious of the process, the participants in their narratives were describing a process of learning that resulted from their participation in the ITAND Programme, as constituting the basis of their transformative experiences.

It became evident that the programme’s efficacy was significantly based on this process of learning which enabled the participants’ sustained lifelong health

behaviour change. The outcome of this behaviour change was the maintenance of weight loss for a period exceeding 20 years.

Having established that a process of learning was central to enabling permanent weight loss maintenance, I researched the literature pertaining to the examination of health behaviour change in regard to learning theory. My review of processes of learning revealed that the process of learning that I had observed in my analysis of the participants’ narratives was not satisfactorily explained by the process of learning described in the Transtheoretical Model (TTM) of change, which is the model of

learning at the centre of much research on the treatment of overweight and obesity. In assessing the relevance of further theoretical models of learning, it emerged that the process of learning facilitated through the ITAND Model, which was being described in the participants’ narratives, closely mirrored the process of learning explained by Transformative Learning Theory (TLT) , as developed by Jack Mezirow (1991).

As a result of the unexpected yet highly relevant finding of the significance of the TLT learning process in mediating lifelong weight loss maintenance, I realised that I had uncovered a process which has the potential to contribute to enhancing the understanding and facilitation of sustained weight loss. I therefore thought it relevant to examine the participants’ narratives through the conceptual lens of Transformative Learning Theory.

Transformative Learning Theory offers a model of learning that is uniquely adult, and grounded in the nature of human communication. While this theory is partly a

developmental process, learning is best explained as the process of using a

previously acquired interpretation to construct a revised interpretation of the meaning of an experience to guide future action (Mezirow, 1996, p. 162).

Transformative Learning Theory (TLT) explains the importance of change in meaning structures as a mediator of sustained health behaviour change. TLT proposes that meaning perspectives are often acquired uncritically in childhood through the processes of socialisation and acculturation, which occur most frequently in encounters with “significant others”, such as teachers, parents, and mentors. Meaning perspectives thus “mirror” the way various situations are defined by culture and by the individuals responsible for our socialisation (Mezirow, 1991, p. 131). Over time, and in conjunction with numerous congruent experiences, these meaning perspectives become more ingrained in the person’s psyche, and thus less

responsive to change. Essentially, meaning perspectives provide rationalisations for thoughts and behaviours, and the individual becomes dependent on their meaning perspective to make sense in an often irrational world. Meaning perspectives thus support the individual by providing an explanation of the occurrences in their daily lives.

Since meaning perspectives are simultaneously a reflection of cultural as well as psychological assumptions, they are constraining and subjective, and often distort our thoughts and perceptions. In this regard, meaning perspectives resemble the proverbial “double-edged sword” through providing meaning and validation to our experiences, but simultaneously distorting one’s view of reality.

According to TLT, when one is confronted with a radically different and incongruent experience that they cannot assimilate into their current meaning perspective, the experience must be either rejected or transformed in order to allow assimilation through the development of a new meaning structure.

The concept of changing meaning perspectives is central to Mezirow’s theory of perspective transformation, which involves a worldview shift. A perspective

transformation is “a more fully developed” (more functional) frame of reference; one that is more (a) inclusive, (b) differentiating, (c) permeable, (d) critically reflective, and (e) integrative of experience (Mezirow, 1996, p. 163).

Perspective transformations are often stressful and painful, and may threaten the individual’s self-view. These transformations of perspective can occur either through an accumulation of transformed meaning schemes, or as a result of an acute

personal or psycho-social crisis (Mezirow, 1996; 1997; 1990; 1978; 2000; Mezirow & Taylor, 2009).

Transformative Learning Theory emerged in this study as providing a synthesis and description of the manner in which the meaning system of diets, which have as their central foundation the alienation from one’s body and “self”’, become internalised through the process of socialisation and unconscious assimilation. Through their participation in the ITAND Programme, participants in this study were exposed to many processes, concepts and experiences that were different to those defining their previously accepted diet meaning systems. These disparate experiences resulted in the participants’ critical reappraisal of the assumptions and beliefs which formed the basis of their diet mentality. This served as a catalyst for a revision of their meaning systems. Their revision of meaning systems resulted in a shift in paradigms from a diet-based paradigm to an anti-diet-based paradigm to an anti-diet paradigm. To facilitate and reinforce their anti-diet paradigm shift, participants had to critically revaluate their thinking and expose themselves to new meaning systems, including TA, intuitive eating, and cognitive-behavioural strategies.

The participants attributed their “anti-diet” paradigm shift as both a precedent and antecedent of lifelong weight loss, as well as the mechanism through which they achieved personal transformation.

The parallels identified between Mezirow’s phases of TLT and the phases through which the participants transitioned are considered as closely approximating each other. The relevance of TLT in facilitating sustained weight loss maintenance thus emerged as a significant factor for contributing to the treatment of overweight and obesity.

Mezirow (1991) proposes that paradigm and personal transformation often follow some variation of the following 10 phases of meaning challenges:

1. The experience of a disorienting dilemma

2. Self-examination, with feelings of guilt or shame

3. A critical assessment of assumptions

4. Recognition that the experiences of discontent and transformation are shared by others who have negotiated a similar change

5. Exploration of options for new roles, relationships, and actions

6. Provisional trying of new roles

7. Planning a course of action

8. Acquisition of knowledge and skills for the implementation of a new paradigm

9. Building of competence and self-confidence in new roles and relationships

10. Integration on the basis of meanings derived by one’s new perspective

5.3 Transformative Learning Theory and long-term weight loss maintenance