ment of an action plan along with the acquisition of the knowledge and skills need to implement the plan, the actual implementation of the plan, the development of competence and self-confidence in the new roles, and the integration of the new perspective into the learner's life. Clearly, the phases associated with Mezirow's notions of learning were based on the assumption that it was a rational, analytical and cognitive process.
However, Imel (1998) points out that Mezirow's theory has been greatly refined and expanded upon over the last decade. Rational processes have been de-emphasized. Similarly, there has also been less of an emphasis upon critical reflection and a greater emphasis placed on creative thinking, intuitive processes, and emotional processes. Further, discernment as a learning process has been added to the general model as a catalyst for the individual's realization that old patterns or ways of perceiving are no longer relevant and new ways of perceiving must be adopted and integrated.
Regarding more contemporary models of transformative learning, one of the key elements has been self-directed learning. Knowles (1998) states that self-directed learning is absolutely crucial to a modern day understanding of transformative learning and defines it as that whi
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