In this article, I argue that critical discourse in Mezirow’s theory of transformative learning is a constructionist, ontological act that serves to support an individual’s critical reflection, which, in turn, is a constructivist, epistemological act. The notion of onto-epistemology is helpful in bringing to the fore the entanglement of these two concepts, and mirrors my own reflexivity and my own transformative learning process in coming to determine the relationship between constructionism and constructivism, and between critical discourse and critical reflection. It is important that facilitators of adult education are aware of the theory underpinning both of these concepts so that, like myself, their choices in designing learning activities is grounded in, and guided by, theory, enabling them to support and facilitate appropriate learning outcomes.

在本文中，我认为梅兹罗夫的变革性学习理论中的批判性话语是一种建构主义的本体论行为，可用来支持个人的批判性反思，而批判性反思又是一种建构主义的认识论行为。本体论的概念有助于使这两个概念相互纠缠，并且在确定建构主义与建构主义之间，批判性话语与批判性反思之间的关系时，反映了我自己的反思性和我自己的变革性学习过程。成人教育的促进者必须意识到这两个概念的理论基础，以便像我本人一样，他们在设计学习活动中的选择要以理论为基础，并以此为指导。