This chapter by Jack Mezirow explores the role of critical reflection in transformative learning, particularly in adult education. It begins by defining learning as the process of making new or revised interpretations of experiences, which guide subsequent understanding, appreciation, and action. The chapter differentiates between meaning schemes and perspectives, emphasizing that meaning schemes are habitual expectations governing cause-and-effect relationships, while meaning perspectives involve higher-order structures such as theories, beliefs, and goal orientations. The author argues that critical reflection involves critiquing the presuppositions underlying our beliefs and meanings, which can be epistemic, sociocultural, or psychic. These reflections can lead to transformative learning, where individuals reassess and transform their meaning perspectives, challenging long-held assumptions and stereotypes. The chapter highlights the importance of reflective discourse in validating ideas and fostering consensus, drawing on the work of Habermas and others. Mezirow also discusses the role of instrumental and communicative learning, noting that communicative learning focuses on understanding the meaning of others' communications and validating ideas through critical discourse. He emphasizes that transformative learning can occur in both instrumental and communicative domains, involving the correction of distorted assumptions. The chapter concludes by outlining the framework for understanding transformative learning in adult education, suggesting that emancipatory education aims to help learners challenge presuppositions, explore alternative perspectives, and act on new insights. It provides a foundation for further discussion on specific approaches to emancipatory education.This chapter by Jack Mezirow explores the role of critical reflection in transformative learning, particularly in adult education. It begins by defining learning as the process of making new or revised interpretations of experiences, which guide subsequent understanding, appreciation, and action. The chapter differentiates between meaning schemes and perspectives, emphasizing that meaning schemes are habitual expectations governing cause-and-effect relationships, while meaning perspectives involve higher-order structures such as theories, beliefs, and goal orientations. The author argues that critical reflection involves critiquing the presuppositions underlying our beliefs and meanings, which can be epistemic, sociocultural, or psychic. These reflections can lead to transformative learning, where individuals reassess and transform their meaning perspectives, challenging long-held assumptions and stereotypes. The chapter highlights the importance of reflective discourse in validating ideas and fostering consensus, drawing on the work of Habermas and others. Mezirow also discusses the role of instrumental and communicative learning, noting that communicative learning focuses on understanding the meaning of others' communications and validating ideas through critical discourse. He emphasizes that transformative learning can occur in both instrumental and communicative domains, involving the correction of distorted assumptions. The chapter concludes by outlining the framework for understanding transformative learning in adult education, suggesting that emancipatory education aims to help learners challenge presuppositions, explore alternative perspectives, and act on new insights. It provides a foundation for further discussion on specific approaches to emancipatory education.