Transformative learning

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"Transformative Learning" is a term that stems from Transformative Learning Theory (Mezirow, 1990, 1991, 2000), which describes a learning process of "becoming critically aware of one's own tacit assumptions and expectations and those of others and assessing their relevance for making an interpretation" (Mezirow, 2000, p. 4).

Merriam and Caffarella (1999, p. 321) codify Transformative Learning into three phases, including critical reflection, reflective discourse, action. Mezirow suggests that engaging in this process can result in frames of reference that are more permeable to additional amendments, reflective, inclusive, discriminating, and overall more emotionally capable of change. Rather than acting upon the “purposes, values, feelings, and meanings… we have uncritically assimilated from others” (Mezirow, 2000, p. 8), Transformative Learning often involves deep, powerful emotions or beliefs and is evidenced in action.

Contents

[edit] Transformative Learning Explained

At the core of Transformative Learning Theory, is the process of "Perspective Transformation." Clark (1991), identifies three dimensions to a perspective transformation: psychological (changes in understanding of the self), convictional (revision of belief systems), and behavioral (changes in lifestyle) (in Mezirow, 2000).

The latest integrated definition of Transformative Learning, debated by adult learning scholars at the International Transformative Learning Conference (which occurs approximately once every two years), includes the following:

"Transformative learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self; transformative learning is facilitated through consciously directed processes such as appreciatively accessing and receiving the symbolic contents of the unconscious and critically analyzing underlying premises (Elias, 1997, p. 3)."

[edit] Perspective transformation

Perspective transformation leading to transformative learning, however, occurs much less frequently. Mezirow believes that it usually results from a disorienting dilemma, which is triggered by a life crisis or major life transition, although it may also result from an accumulation of transformations in meaning schemes over a period of time.[1] Less dramatic predicaments, such as those created by a teacher, also promote transformation. [2]

Meaning schemes are ways people make sense of experiences, deconstruct them, and act upon them in a rational way. [3] Mezirow suggests this happens through a series of phases that begin with the disorienting dilemma and passes through several other phases ending with integration of the new perspective into the person's life.[4]

An important part of transformative learning is for individuals to change their frames of reference by critically reflecting on their assumptions and beliefs and consciously making and implementing plans that bring about new ways of defining their worlds. This process is fundamentally rational and analytical.[5][6]

[edit] Other perspectives

A number of critical responses to Mezirow's theory of transformative learning have emerged over the years.[7] One criticism of Mezirow's theory is its emphasis upon rationality. Some studies support Mezirow. Others conclude that Mezirow grants rational critical reflection too much importance.[8]

While this learning process is certainly rational on some levels, it is also a profound experience that can be described as a spiritual or emotional transformation as well. The experience of undoing racist, sexist, and other oppressive attitudes can be painful and emotional, as these attitudes have often been developed as ways to cope with and make sense of the world. This type of learning requires taking risks, and a willingness to be vulnerable and have one's attitudes and assumptions challenged.

[edit] Boyd and Myers

A view of transformative learning as an intuitive and emotional process is beginning to emerge in the literature.[9] This view of transformative learning is based primarily on the work of Robert Boyd,[10] who has developed a theory of transformative education based on analytical (or depth) psychology.

For Boyd, transformation is a "fundamental change in one's personality involving [together] the resolution of a personal dilemma and the expansion of consciousness resulting in greater personality integration."[11] This calls upon extrarational sources such as symbols, images, and archetypes to assist in creating a personal vision or meaning of what it means to be human.[12]

First, an individual must be receptive or open to receiving "alternative expressions of meaning," and then recognize that the message is authentic.[13] Grieving, considered by Boyd to be the most critical phase of the discernment process, takes place when an individual realizes that old patterns or ways of perceiving are no longer relevant, moves to adopt or establish new ways, and finally, integrates old and new patterns.

Unlike Mezirow, who sees the ego as playing a central role in the process of perspective transformation, Boyd and Myers use a framework that moves beyond the ego and the emphasis on reason and logic to a definition of transformative learning that is more psychosocial in nature.[3]

[edit] O'Sullivan

Another definition of transformative learning was put forward by O'Sullivan:[14]

“ Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and irreversibly alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race and gender; our body awarenesses, our visions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy. ”

[edit] King's Transformative Learning Opportunities Model

Positing that understanding transformative learning may have been hindered by perspectives of rational thought and Western traditions, King[14][15] provides an alternate model grounded in a meta-analysis of research, the Transformative Learning Opportunities Model. This model affirms O'Sullivan's perspective that rather than being confined to what we see from our own perspectives, the field and academy need to look beyond the traditional realm to better understand how adults cope with the processes of inner and outward conflict, dialogue, change, and reintegration in the many variations not yet understood.

[edit] An Elegant and Sometimes Elusive concept

Many of Mezirow's colleagues have attempted to help situate Transformative Learning Theory across various contexts so that it is easier for a wide variety of scholars and practitioners to understand. Yet this concept still remains elusive for some. On the official International Transformative Learning Conference website, Dr. Patricia Cranton offers the following elucidation:

"At its core, transformative learning theory is elegantly simple. Through some event which could be as traumatic as losing a job or as ordinary as an unexpected question, an individual becomes aware of holding a limiting or distorted view. If the individual critically examines this view, opens herself to alternatives, and consequently changes the way she sees things, she has transformed some part of how she makes meaning out of the world. Jack Mezirow (1991, 1997, 2000) developed the theory of transformative learning through a careful integration of theories, models, and ideas from a wide variety of sources. The theory continues to evolve through the inclusion of new perspectives on adult learning and development. We expect what has happened in the past to happen again. If we failed to understand mathematics, we expect to continue to fail. If our boss has always been critical of our work, we expect her to continue to be critical. If our parents told us we were stupid, we think we are. Habits of mind are established. Habits of mind may have to do with our sense of self, our interpretation of social systems and issues, our morals and religious beliefs, and our job-related knowledge. It may take a significant or dramatic event to lead us to question assumptions and beliefs. Other times, though, it is an incremental process in which we gradually change bits of how we see things, not even realizing a transformation has taken place until afterwards. There are now several perspectives on the process of transformative learning, each of which may be relevant in different contexts. Critical reflection is one means by which we work through beliefs and assumptions. It helps to talk to others, not only exchanging opinions and ideas or receiving support and encouragement, but also engaging in discussions where alternatives are seriously considered. Connected and relational learning emphasizes connected knowing rather than separate knowing and relationships among learners. Social change or social action is described as a goal of transformative learning by some theorists. The theory has been applied to understanding how groups and organizations change, and it can be seen as an approach to world views on globalization and environmentalism. The extrarational approach to transformative learning sees the learning as mediated by unconscious processes beyond the level of rational and conscious awareness. Insight, intuition, emotion, relationships, and personality may also play roles."

Other transformative learning scholars view this theory as an elusive concept. One of the difficulties in defining transformative learning is that it bleeds into the boundaries of concepts such as "meaning making" or "critical thinking".

The term "meaning making" (i.e., constructing meaning) is found most frequently in constructivist approaches to education, based on the work of educators such as John Dewey, Maria Montessori, Jean Piaget, Jerome Bruner, and Lev Vygotsky. In the constructivist view, meaning is constructed from knowledge.

Mezirow[16] posits that all learning is change but not all change is transformation. There is a difference between transmissional, transactional and transformational education.[17] In the first, knowledge is transmitted from teacher to student. In transactional education, it is recognized that the student has valuable experiences, and learns best through experience, inquiry, critical thinking and interaction with other learners. It could be argued that some of the research regarding transformative learning has been in the realm of transactional education, and that what is seen as transformative by some authors[18] is in fact still within the realm of transactional learning.

[edit] Transformative learning in practice

On the surface, the two views of transformative learning presented here are contradictory. One advocates a rational approach that depends primarily on critical reflection whereas the other relies more on intuition and emotion. The differences in the two views, however, may best be seen as a matter of emphasis. Both use rational processes and incorporate imagination as a part of a creative process.

The two different views of transformative learning described here as well as examples of how it occurs in practice[19] suggest that no single model of transformative learning exists.

When transformative learning is the goal of adult education, fostering a learning environment in which it can occur should consider the following:

  • The role of the teacher. The teacher's role in establishing an environment that builds trust and care and facilitates the development of sensitive relationships among learners is a fundamental principle of fostering transformative learning.[3] The goal is to create a community of individuals who are "united in a shared experience of trying to make meaning of their life experience".[20] The teacher also serves as a role model by himself demonstrating a willingness to learn and change.[21]
  • The role of the learner. Although it is difficult for transformative learning to occur without the teacher playing a key role, participants also have a responsibility for creating the learning environment.
  • The role of the rational and the affective. Transformative learning has two layers that at times seem to be in conflict: the cognitive, rational, and objective and the intuitive, imaginative, and subjective.[22] Both the rational and the affective play a role in transformative learning. Although the emphasis has been on transformative learning as a rational process, teachers need to consider how they can help students use feelings and emotions both in critical reflection and as a means of reflection.[3]

[edit] References

  • Boyd, Robert D., and Myers, J. Gordon. "Transformative Education." INTERNATIONAL JOURNAL OF LIFELONG EDUCATION 7, no. 4 (October-December 1988): 261-284.
  • Burbules, N.C. and Berk, R. (1999) Critical Thinking and Critical Pedagogy: Relations, Differences, and Limits. In Thomas S. Popkewitz and Lynn Fendler, eds.: Critical Theories in Education. New York: Routledge. Available at http://faculty.ed.uiuc.edu/burbules/ncb/papers/critical.html
  • Cragg, C.E., Plotnikoff, R.C., Hugo, K. & Casey, A. (2001) Perspective transformation in RN-to-BSN distance education. Journal of nursing education, 40(7)
  • Cranton, Patricia. UNDERSTANDING AND PROMOTING TRANSFORMATIVE LEARNING: A GUIDE FOR EDUCATORS OF ADULTS. San Francisco, CA: Jossey-Bass, 1994.
  • Cranton, Patricia, ed. TRANSFORMATIVE LEARNING IN ACTION: INSIGHTS FROM PRACTICE. NEW DIRECTIONS FOR ADULT AND CONTINUING EDUCATION NO. 74. San Francisco, CA: Jossey-Bass, Summer 1997.
  • Gagnon, Jr., G.W. & Collay, M. (1999) Constructivist Learning Design. Available at http://www.prainbow.com/cld/cldp.html
  • Grabov, Valerie. "The Many Facets of Transformative Learning Theory and Practice." In TRANSFORMATIVE LEARNING IN ACTION: INSIGHTS FROM PRACTICE. NEW DIRECTIONS FOR ADULT AND CONTINUING EDUCATION NO. 74, edited by P. Cranton, pp. 89-96. San Francisco, CA: Jossey-Bass, Summer 1997.
  • King, Kathleen P. (2005). Bringing transformative learning to life. Malabar, FL: Krieger.
  • Lee, M. (1999) The Role of Cultural Values in the Interpretation of Significant Life Experiences. Conference Proceedings, Adult Education Research Conference (AERC)
  • Loughlin, Kathleen A. WOMEN'S PERCEPTIONS OF TRANSFORMATIVE LEARNING EXPERIENCES WITHIN CONSCIOUSNESS-RAISING. San Francisco, CA: Mellen Research University Press, 1993.
  • Mezirow, J. (1975). EDUCATION FOR PERSPECTIVE TRANSFORMATION: WOMEN'S REENTRY PROGRAMS IN COMMUNITY COLLEGES. New York: Center for Adult Education Teachers College, Columbia University.
  • Mezirow, J. (1978). Perspective Transformation. ADULT EDUCATION, 100-110.
  • Mezirow, J. (1981). A Critical Theory of Adult Learning and Education. ADULT EDUCATION 32 (1981): 3-23.
  • Mezirow, J. (1991). TRANSFORMATIVE DIMENSIONS OF ADULT LEARNING. San Francisco, CA: Jossey-Bass.
  • Mezirow, J. (1995). "Transformation Theory of Adult Learning." In IN DEFENSE OF THE LIFEWORLD, edited by M. R. Welton, pp. 39-70. New York: SUNY Press.
  • Mezirow, J. (1997). Transformative Learning: Theory to Practice. In TRANSFORMATIVE LEARNING IN ACTION: INSIGHTS FROM PRACTICE. NEW DIRECTIONS FOR ADULT AND CONTINUING EDUCATION NO. 74, edited by P. Cranton, pp. 5-12. San Francisco, CA: Jossey-Bass.
  • Mezirow, J. (2000). LEARNING AS TRANSFORMATION: CRITICAL PERSPECTIVES ON A THEORY IN PROGRESS. San Francisco: Jossey Bass.
  • Miller, J.P. & Seller, W. (1990) Curriculum: perspectives and practice. Toronto: Copp Clark Pitman
  • O'Sullivan, E. (2003) Bringing a perspective of transformative learning to globalized consumption. International Journal of Consumer Studies, 27 (4), 326–330
  • Scott, Sue M. "The Grieving Soul in the Transformation Process." In TRANSFORMATIVE LEARNING IN ACTION: INSIGHTS FROM PRACTICE. NEW DIRECTIONS FOR ADULT AND CONTINUING EDUCATION NO. 74, edited by P. Cranton, pp. 41-50. San Francisco, CA: Jossey-Bass, Summer 1997.
  • Taylor, Edward W. THE THEORY AND PRACTICE OF TRANSFORMATIVE LEARNING: A CRITICAL REVIEW. INFORMATION SERIES NO. 374. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1998.
  • Torosyan, Roben. (2007). Teaching for Transformation: Integrative Learning, Consciousness Development and Critical Reflection. Unpublished manuscript. http://www.faculty.fairfield.edu/rtorosyan/

[edit] Notes

  1. ^ (Mezirow, 1995, p. 50)
  2. ^ Torosyan (2007, p. 13)
  3. ^ a b c d (Taylor, 1998)
  4. ^ Mezirow (1995, adapted from p. 50)
  5. ^ Mezirow (1997)
  6. ^ (Grabov 1997, pp. 90-91)
  7. ^ See Cranton (1994) and Taylor (1998) for a full discussion of these critiques.
  8. ^ (Taylor, 1998, pp. 33-34)
  9. ^ (Grabov 1997, p. 90)
  10. ^ (Boyd & Myers, 1988)
  11. ^ Boyd, 1989, p. 459, cited in Taylor 1998, p. 13)
  12. ^ Boyd & Myers (1988); Cranton (1994)
  13. ^ Boyd & Myers (1988), p. 277
  14. ^ a b O'Sullivan (2003)
  15. ^ King (2005)
  16. ^ Mezirow (1990)
  17. ^ (Miller & Seller, 1990)
  18. ^ (e.g. Cragg et al., 2001)
  19. ^ (see Cranton, 1997 & Taylor, 1998)
  20. ^ Loughlin (1993), (pp. 320-321)
  21. ^ (Cranton, 1994)
  22. ^ (Grabov, 1997)

[edit] External links

Retrieved from "http://en.wikipedia.org/wiki/Transformative_learning"
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