Transformative learning
Encyclopedia
At the core of Transformative Learning Theory, is the process of "perspective transformation", with three dimensions: psychological (changes in understanding of the self), convictional (revision of belief systems), and behavioral (changes in lifestyle).
Perspective transformation leading to transformative learning occurs infrequently. 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. Less dramatic predicaments, such as those created by a teacher, also promote transformation.
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.
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.
Hammarila [?] is a view of transformative learning as an intuitive and emotional process is beginning to emerge in the literature. This view of transformative learning is based primarily on the work of Robert Boyd
, 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." This calls upon extrarational sources such as symbol
s, image
s, and archetype
s to assist in creating a personal vision or meaning of what it means to be human.
First, an individual must be receptive or open to receiving "alternative expressions of meaning," and then recognize that the message is authentic. 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.
Another definition of transformative learning was put forward by O'Sullivan:
Positing that understanding transformative learning may have been hindered by perspectives of rational thought and Western traditions, King provides an alternate model grounded in a meta-analysis of research, the Transformative Learning Opportunities Model.
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 posits that all learning is change but not all change is transformation. There is a difference between transmissional, transactional and transformational education. 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 is in fact still within the realm of transactional learning.
and emotion
. However, the differences in the two views may best be seen as a matter of emphasis. Both utilize 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 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:
Educators need to provide learners with opportunities to effectively participate in discourse. Discourse involves assessing beliefs, feelings, and values. This dialogue has the goal of assessing reasons behind competing interpretations through critical examination of evidence, arguments, and alternate points of view. Learners are able to validate how and what they understand as well as develop well-informed judgments regarding a belief. Educators can encourage critical reflection and experience with discourse through the implementation of methods including metaphor analysis, concept mapping, consciousness raising, life histories, repertory grids, and participation in social action.
The educator must encourage equal participation among students in discourse. One strategy is to encourage procedures that require group members to take on the roles of monitoring the direction of dialogue and ensuring equal participation. Educators can also encourage dialogue from different perspectives through controversial statements or readings from opposing points of view. It is necessary that the educator avoids shaping the discussion.
The role of educators is also to set objectives that include autonomous thinking. By fostering learners’ critical reflection and experience in discourse, autonomous thinking is possible. The foundations to thinking autonomously begin in childhood and continue in adulthood. The educator assists adult learners in becoming more critical in assessing assumptions, better at recognizing frames of references and alternate perspectives, as well as effective at collaborating with others to assess and arrive at judgements in regards to beliefs.
It is the role of the educator to promote discovery learning through the implementation of classroom methods such as learning contracts, group projects, role play, case studies, and simulations. These methods facilitate transformative learning by helping learners examine concepts in the context of their lives and analyze the justification of new knowledge.
The educator’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. The educator also serves as a role model by demonstrating a willingness to learn and change. As a result, professional development is important to assist educators in becoming authentic and critically reflective.
Learners must become critical of their own assumptions in order to transform their unquestioned frame of reference. Through communicative learning, learners must work towards critically reflecting assumptions that underlie intentions, values, beliefs, and feelings. Learners are involved in objective reframing of their frames of reference when they critically reflect on the assumptions of others. In contrast, subjective reframing occurs when learners critically assess their own assumptions.
The role of the learner involves actively participating in discourse. Through discourse, learners are able to validate what is being communicated to them. This dialogue provides the opportunity to critically examine evidence, arguments, and alternate points of view which fosters collaborative learning.
Strategies for transformative professional development include action plans, reflective activities, case studies, curriculum development and critical theory discussions. Action plans and reflective activities provide practice and modelling of critical reflection on the profession of education and provide guidance for the teaching and learning experience. Through the use of real-life examples, case studies provide opportunity to analyze assumptions as well as the consequences of choices and actions. This provides focus for reflection on practice and the opportunity to be involved in discourse to analyze philosophical and practical aspects of educators’ practice. Curriculum development creates the opportunity to connect theory and practice. In addition to introducing new teaching techniques, educators can test and compare these new concepts and practices with previous techniques. This moves away from uncritically accepting new teaching methods. Critical theory discussions can be implemented to guide educators to question the purpose and meaning of information. This then fosters opportunity for educators to question the selection of information they provide for their students.
There are a number of educational and research institutions that are based on the principles of transformative learning. Some examples include the Transformative Studies Institute
and The Transformative Learning Centre at the Ontario Institute for Studies on Education (OISE) of the University of Toronto.
Evidences are emerging on the applicability of transformative theory in new educational programmes. Some examples include in business and industry education, health professional education, community education such as courses offered by YMCA, and informal settings such as self-help groups.
Perspective transformation leading to transformative learning occurs infrequently. Mezirow believes that it usually results from a disorienting dilemma, which is triggered by a life crisis
Identity crisis (psychology)
"Identity crisis is the failure to achieve ego identity during adolescence." The term was coined by the psychologist Erik Erikson. The stage of psychosocial development in which identity crisis may occur is called the Identity Cohesion versus Role Confusion stage...
or major life transition, although it may also result from an accumulation of transformations in meaning schemes over a period of time. Less dramatic predicaments, such as those created by a teacher, also promote transformation.
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.
Other perspectives
A number of critical responses to Mezirow's theory of transformative learning have emerged over the years. 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.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.
Hammarila [?] is a view of transformative learning as an intuitive and emotional process is beginning to emerge in the literature. This view of transformative learning is based primarily on the work of Robert Boyd
Robert Boyd
-Noblemen:* Robert Boyd, 1st Lord Boyd , Scottish statesman* Robert Boyd, 4th Lord Boyd , Scottish nobleman, grandson of the 1st Lord Boyd* Robert Boyd, 5th Lord Boyd , Scottish nobleman* Robert Boyd, 7th Lord Boyd...
, who has developed a theory of transformative education based on analytical (or depth) psychology
Analytical psychology
Analytical psychology is the school of psychology originating from the ideas of Swiss psychiatrist Carl Jung. His theoretical orientation has been advanced by his students and other thinkers who followed in his tradition. Though they share similarities, analytical psychology is distinct from...
.
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." This calls upon extrarational sources such as symbol
Symbol
A symbol is something which represents an idea, a physical entity or a process but is distinct from it. The purpose of a symbol is to communicate meaning. For example, a red octagon may be a symbol for "STOP". On a map, a picture of a tent might represent a campsite. Numerals are symbols for...
s, image
Image
An image is an artifact, for example a two-dimensional picture, that has a similar appearance to some subject—usually a physical object or a person.-Characteristics:...
s, and archetype
Archetype
An archetype is a universally understood symbol or term or pattern of behavior, a prototype upon which others are copied, patterned, or emulated...
s to assist in creating a personal vision or meaning of what it means to be human.
First, an individual must be receptive or open to receiving "alternative expressions of meaning," and then recognize that the message is authentic. 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.
Another definition of transformative learning was put forward by O'Sullivan:
Positing that understanding transformative learning may have been hindered by perspectives of rational thought and Western traditions, King provides an alternate model grounded in a meta-analysis of research, the Transformative Learning Opportunities Model.
One of the difficulties in defining transformative learning is that it bleeds into the boundaries of concepts such as "meaning making" or "critical thinking
Critical thinking
Critical thinking is the process or method of thinking that questions assumptions. It is a way of deciding whether a claim is true, false, or sometimes true and sometimes false, or partly true and partly false. The origins of critical thinking can be traced in Western thought to the Socratic...
".
The term "meaning making" (i.e., constructing meaning) is found most frequently in constructivist
Constructivism (learning theory)
Constructivism is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it was an interaction between human experiences and their reflexes or behavior-patterns. Piaget called these systems of...
approaches to education, based on the work of educators such as John Dewey
John Dewey
John Dewey was an American philosopher, psychologist and educational reformer whose ideas have been influential in education and social reform. Dewey was an important early developer of the philosophy of pragmatism and one of the founders of functional psychology...
, Maria Montessori
Maria Montessori
Maria Montessori was an Italian physician and educator, a noted humanitarian and devout Catholic best known for the philosophy of education which bears her name...
, Jean Piaget
Jean Piaget
Jean Piaget was a French-speaking Swiss developmental psychologist and philosopher known for his epistemological studies with children. His theory of cognitive development and epistemological view are together called "genetic epistemology"....
, Jerome Bruner
Jerome Bruner
Jerome Seymour Bruner is an American psychologist who has contributed to cognitive psychology and cognitive learning theory in educational psychology, as well as to history and to the general philosophy of education. Bruner is currently a senior research fellow at the New York University School...
, and Lev Vygotsky
Lev Vygotsky
Lev Semyonovich Vygotsky was a Soviet psychologist, the founder of cultural-historical psychology, and the leader of the Vygotsky Circle.-Biography:...
. In the constructivist view, meaning is constructed from knowledge.
Mezirow posits that all learning is change but not all change is transformation. There is a difference between transmissional, transactional and transformational education. 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 is in fact still within the realm of transactional learning.
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 intuitionIntuition (knowledge)
Intuition is the ability to acquire knowledge without inference or the use of reason. "The word 'intuition' comes from the Latin word 'intueri', which is often roughly translated as meaning 'to look inside'’ or 'to contemplate'." Intuition provides us with beliefs that we cannot necessarily justify...
and emotion
Emotion
Emotion is a complex psychophysiological experience of an individual's state of mind as interacting with biochemical and environmental influences. In humans, emotion fundamentally involves "physiological arousal, expressive behaviors, and conscious experience." Emotion is associated with mood,...
. However, the differences in the two views may best be seen as a matter of emphasis. Both utilize 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 suggest that no single model of transformative learning exists.
When transformative learning is the goal of adult education
Adult education
Adult education is the practice of teaching and educating adults. Adult education takes place in the workplace, through 'extension' school or 'school of continuing education' . Other learning places include folk high schools, community colleges, and lifelong learning centers...
, fostering a learning environment in which it can occur should consider the following:
The role of the educator
In order to foster transformative learning, the educator’s role is to assist learners in becoming aware and critical of assumptions. This includes their own assumptions that lead to their interpretations, beliefs, habits of mind or points of view as well as the assumptions of others. Educators must provide learners practice in recognizing frames of reference. By doing so, educators encourage practice in redefining problems from different perspectives. The goal is to create a community of learners who are "united in a shared experience of trying to make meaning of their life experience".Educators need to provide learners with opportunities to effectively participate in discourse. Discourse involves assessing beliefs, feelings, and values. This dialogue has the goal of assessing reasons behind competing interpretations through critical examination of evidence, arguments, and alternate points of view. Learners are able to validate how and what they understand as well as develop well-informed judgments regarding a belief. Educators can encourage critical reflection and experience with discourse through the implementation of methods including metaphor analysis, concept mapping, consciousness raising, life histories, repertory grids, and participation in social action.
The educator must encourage equal participation among students in discourse. One strategy is to encourage procedures that require group members to take on the roles of monitoring the direction of dialogue and ensuring equal participation. Educators can also encourage dialogue from different perspectives through controversial statements or readings from opposing points of view. It is necessary that the educator avoids shaping the discussion.
The role of educators is also to set objectives that include autonomous thinking. By fostering learners’ critical reflection and experience in discourse, autonomous thinking is possible. The foundations to thinking autonomously begin in childhood and continue in adulthood. The educator assists adult learners in becoming more critical in assessing assumptions, better at recognizing frames of references and alternate perspectives, as well as effective at collaborating with others to assess and arrive at judgements in regards to beliefs.
It is the role of the educator to promote discovery learning through the implementation of classroom methods such as learning contracts, group projects, role play, case studies, and simulations. These methods facilitate transformative learning by helping learners examine concepts in the context of their lives and analyze the justification of new knowledge.
The educator’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. The educator also serves as a role model by demonstrating a willingness to learn and change. As a result, professional development is important to assist educators in becoming authentic and critically reflective.
The role of the learner
The educator becomes a facilitator when the goal of learning is for learners to construct knowledge about themselves, others, and social norms. As a result, learners play an important role in the learning environment and process. Learners must create norms within the classroom that include civility, respect, and responsibility for helping one another learn. Learners must welcome diversity within the learning environment and aim for peer collaboration.Learners must become critical of their own assumptions in order to transform their unquestioned frame of reference. Through communicative learning, learners must work towards critically reflecting assumptions that underlie intentions, values, beliefs, and feelings. Learners are involved in objective reframing of their frames of reference when they critically reflect on the assumptions of others. In contrast, subjective reframing occurs when learners critically assess their own assumptions.
The role of the learner involves actively participating in discourse. Through discourse, learners are able to validate what is being communicated to them. This dialogue provides the opportunity to critically examine evidence, arguments, and alternate points of view which fosters collaborative learning.
The role of professional development for the educator
Transformative learning about teaching occurs when educators critically examine their practice and develop alternative perspectives of understanding their practice. It is essential that this becomes the role of professional development. With this taken into consideration, the role of professional development is to assist educators in bringing awareness to their habit of minds regarding teaching. When this occurs, educators critically examine the assumptions that underlie their practice, the consequences to their assumptions, and develop alternative perspectives on their practice.Strategies for transformative professional development include action plans, reflective activities, case studies, curriculum development and critical theory discussions. Action plans and reflective activities provide practice and modelling of critical reflection on the profession of education and provide guidance for the teaching and learning experience. Through the use of real-life examples, case studies provide opportunity to analyze assumptions as well as the consequences of choices and actions. This provides focus for reflection on practice and the opportunity to be involved in discourse to analyze philosophical and practical aspects of educators’ practice. Curriculum development creates the opportunity to connect theory and practice. In addition to introducing new teaching techniques, educators can test and compare these new concepts and practices with previous techniques. This moves away from uncritically accepting new teaching methods. Critical theory discussions can be implemented to guide educators to question the purpose and meaning of information. This then fosters opportunity for educators to question the selection of information they provide for their students.
The role of the rational and the affective
Transformative learning has two components that at times seem to be in conflict: the cognitive, rational, and objective and the intuitive, imaginative, and subjective. 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.There are a number of educational and research institutions that are based on the principles of transformative learning. Some examples include the Transformative Studies Institute
Transformative Studies Institute
The Transformative Studies Institute is an independent 501 nonprofit educational think tank based in the United States. It “was created to provide an inclusive educational space for research and practice for social justice by academics, community organizers, activists, and political leaders”...
and The Transformative Learning Centre at the Ontario Institute for Studies on Education (OISE) of the University of Toronto.
Evidences are emerging on the applicability of transformative theory in new educational programmes. Some examples include in business and industry education, health professional education, community education such as courses offered by YMCA, and informal settings such as self-help groups.
External links
- Transformative Learning in Adulthood. ERIC Digest. The original version of this article is from the public domain text at this site.
- The Transformative Learning Centre. Housed at the Ontario Institute for Studies in Education / University of Toronto.
- Article on Transformational Learning Theory in All Things Adult Education Wiki
- Biographical information on Dr. Jack Mezirow
- Transformative Studies Institute