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Thirty years ago, when Jack Mezirow first introduced a theory of adult learning, it helped explain how adults changed the way they interpreted their world. This theory of transformative learning is considered uniquely adult; that is, grounded in human communication, where “learning is understood as the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action” (Mezirow, 1996, p. 162).