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.