Transformative Learning and the Test of Truth: Towards Conceptual Validation

Transformative Learning and the Test of Truth: Towards Conceptual Validation

The emergence of the ‘post-truth’ era has highlighted the urgent need for robust educational strategies (Barzilai & Chinn, 2020; Bell, 2017; Peters, 2017). Transformative educational approaches are uniquely positioned to address these challenges, as they not only build on existing knowledge but also entail a fundamental shift in core ontological and epistemological beliefs (Mezirow, 2018[2006], p. 116). It is essential, however, that such initiatives align with democratic values, uphold the pursuit of truth as a core educational aim, and are conceptually validated through empirical research. To this end, this paper reviews evidence from a mixed-methods retrospective case study that, while tentative, indicates the validation of a conceptualisation of transformative learning that includes the test of truth (Roux, 2025). The findings suggest that this distinct learning phase may encompass multiple forms of epistemic reasoning, specifically those related to correspondence and coherence theories of truth.