Transformative Learning, Long-Term Temporalities, and Silent Transformations

This article explores the transformations that occur during long-term learning processes through two complementary approaches. The first, developed by Mezirow, is rooted in contemporary European-American educational theory. The second, proposed by Jullien, integrates elements from classical Chinese and Greek philosophy. Our objective is to analyze the transformations experienced by adults engaged in long-term training programs and to understand how comparing Mezirow’s “transformative learning” with Jullien’s “silent transformations” can shed light on these experiences. Our study is based on two action research projects conducted in France. Sixteen interviews exploring participants’ learning experiences were conducted with young adults enrolled in vocational training programs and managers engaged in peer-based continuing education. The comparison of these results highlights the complementarity of the two approaches. Long-term transformations unfold along a continuum in which reflexivity drives learning development. These interactional, cultural, and instrumental dynamics collectively contribute to a broader understanding of the phenomenon.