Laura's EDAC 635 September Summary

635 Environment and Context:  Real Life
Laura’s September Summary
September was spent researching articles, theories, and information on environment and context.  Specifically, the physical, cultural, power, knowledge, and ‘real-life’ environments that help nurture adult learning. While researching my topic, I was astonished by the amount of information to sift through. In fact, I think one of the most challenging parts of the research portion was narrowing it down to get the main ideas from a few theories versus using a little information from multiple theories.
I am fascinated by this topic because so many people do not emphasize the importance of environment and context in learning. For example, my sister just spent her Saturday at a health care conference and was complaining about the uncomfortable chairs and mentioned she had a hard time hearing the presenter. I asked her what she learned and she replied, “I’m not sure. I was just thinking about getting out of the chairs…I couldn’t hear anyway.” Since our group is focusing on the “real-life” element of environment and context, I was equally interested to find out if my sister participated in any collaborative or hands-on activities during her six hour workshop. When she said she hadn’t, I was shocked! I’m exciting to create a program/syllabus that will incorporate ‘real-life’ scenarios that learners can use and apply in their own personal/professional lives.
Our group has been communicating via email and has decided to focus on “real-life” environments for our program investigation. We have each spent time researching different programs focusing on descriptions, main features, and application of key features.  Ultimately, we will have researched several programs and dissected how each can be applied to incorporate into our syllabus.
 I am going to take a deeper look into "Contracts in the classroom- providing undergraduate business students with important 'real life' skills"- Susan M. Denbo for my portion of the project as well as Flip Flippen's "Capturing Hearts: Bringing out the Best in People." Both focus on hands-on situations that can be applied to real-life.

Commented on Alisha Myles (self-directed learning) and Beranda Cantrell (experiential learning theory)

Running Head: Transformational Learning




Transformational Learning
Laura A. Black
Ball State University
ACE 634
September 23, 2013















Transformational learning: According to Merriam, the goal of transformational learning is independent thinking. This type of learning is achieved through a dramatic change or crisis, but deepened through critical thinking and self-reflection. Transformational learning changes a learner’s perspective of self and the world. This is the basic definition of transformational learning, but it should be mentioned that several other types of learning fall under the umbrella of transformational learning such as: emancipatory, psychoanalytic, and psychodevelopmental (Merriam, 2007).
“The theory of transformational learning in considered uniquely adult-that is, grounded in human communication where “learning is understood as the process of using prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action” (Mezirow, 1996). Human communication will prove to be a common thread in all of the transformational learning theories. The human desire to learn and make connections is married to critical thinking and self-reflection. Together, these elements create transformational learning.
Transformational Learning (Jack Mezirow)
Transformative Learning is a term that originates from transformative learning theory, which was first developed by adult educationalist Jack Mezirow in 1978. Transformational learning is learning that takes learners’ knowledge and skills into a different or new domain, with a step jump in cognitive and affective processes. Mezirow believes that critical reflection is an important of transformative learning. He bases its purpose on a rediscovery of power that more critically aware learners are able to transform society and subsequently their own reality (Taylor, 1998). Mezirow describes three main frames for critical reflection:  content reflection (which is reflection on what happens, how it happens), process reflection (which is reflection on whether the content available is sufficient and whether the interpretation of the data is adequate), premise reflection (which is reflection on underlying premises, beliefs and assumptions). Mezirow distinguishes among the three kinds of key reflections transformation process:1) Content Reflection: Individuals may reflect on the content or description of a problem. 2) Process Reflection: Involves thinking about the strategies used to solve the problem rather than the content of the problem itself. 3)Premise Reflection: Leads us to question the relevance of the problem itself--the assumptions, beliefs, or values underlying the problem are questioned(Mezirow, 2000).
Emancipatory Learning
Emancipatory learning is also transformational learning, but its purpose is to develop understanding and knowledge about the nature and root causes of unsatisfactory circumstances in order to develop real strategies to change them (Hatton & Smith, 1995). The educational relationships encouraged by emancipatory learning are those which are formed in solidarity with the interests of the least powerful in society.  According to Hatton and Smith, the reason for collaboration is to work with the least powerful to gain more autonomy and independence, more control over their own lives, and to bring about change in the interests of greater equality and social justice.  Cranton  believes emancipatory learning is a process of freeing ourselves from forces that limit our options and our control over our lives, forces that have been taken for granted or seen as beyond our control. At times this learning occurs independently of the educator; at other times it is fostered deliberately. Unlike the other two kinds of learning, emancipatory learning is often a difficult and painful process (Cranton, 1994).

Psychoanalytic Learning (Robert Boyd)
Robert Boyd’s Psychoanalytic approach to transformational learning is learning with a foundation in psychology. Boyd believes transformational learning is finding an understanding of our inner psyche and its unconscious influences on our daily lives. Boyd’s definition of transformation is, “a fundamental change in one’s personality involving conjointly the resolution of a personal dilemma and the expansion of consciousness resulting in greater personality integration” (Meriam,2007). Boyd views the transformation as an inner journey, involving the resolution of inner conflict to achieve self-actualization.
Boyd focuses more on discernment (using images and symbols to create a personal image) within the theory. First, the person must be willing to have an open mind then he/she must recognize things that need to change or things that are going on around them. Lastly, a person has to grieve(Choy, 2010).

Psychodevelopmental Learning (Laurent Daloz)
Daloz’s psychodevelopmental perspective to transformational learning adds to Mezirow’s ideas. Daloz recognizes the importance of cognitive growth and acknowledges the importance of the whole person. It is a journey into the unknown and coached/mentored by a supportive mentor. An effective mentor challenges learners through mysterious tasks, introduces contradictory ideas, questions; and leads the learner to the expected goals. In some cases a good mentor may even have to add a dose of confusion, as Daloz cites, "when a good dose of confusion is exactly what a student needs".

 Daloz recognizes that people need to make meaning of their experiences and that learners benefit from mentors. Additionally, he believes that dialogue and/or discourse is an important piece of the process. Daloz also believes the mentor can use stories in an effort to promote development. This reciprocated storying of lives is where development can occur (Daloz, 1986).


Implications
Transformative learning results in a major change in thinking or perspective where individuals become more responsible for their actions and more autonomous, and use clearer thinking when making decisions (Franz, 2003). The many types of transformational learning allow learners to deal with a dramatic change or crisis in life through mentorships, collaboration, mentors, critical thinking, and self-reflection. All of these elements can lead to a new perspective or view on life.
Patricia Cranton (1994) outlines teaching strategies that can encourage transformational learning in students: Facilitators need to create an activating event.  Exposing students to alternative viewpoints and allow the learner to analyze a situation.  Teachers can model self -reflection and promote an environment that encourages self- reflection. Create an environment that is safe and students can “try on” alternative points of view. Another strategy is to have students set up an action plans that list two or three concrete actions.

Through transformational learning, students gain a better understanding of the processes around them, personal development, and a deepened commitment to new goals. This information allows us to reach adult learners in many different ways, and we can use this knowledge as facilitators to help adult learners create a deeper understanding.

Main ideas/ themes Application
Idea 1
transformational promote self-reflection by asking guiding questions in regard to specific content being taught (facilitator can model self-reflection as well)
Idea 2
emancipatory allow partners/groups to work together to  challenge ideas and barriers (the education of themselves will evolve into new perspectives for the entire group) i.e. Exposing students to alternative viewpoints could include showing a film, documentary, readings, and poetry
Idea 3
psychoanalytic create a supportive environment with mutual respect among classmates using activities to stretch, challenge, and push each other’s thinking capacities. This will promote self-reflection and how daily tasks influence our lives. For example, role playing, critical debates or taking a stance that is different from their own.

Idea 4
psychodevelopmental Collaborate with a partner to open dialogue. This will provide personal support/mentorship that will result in successful development












References
Boyd, R.D. (1991). Personal Transformation in small groups: a Jungian perspective. London:
Routledge.
Choy, S. (2010). Transformational Learning in the workplace. Journal of Transformative
Education.7(1).65-84.
Cranton, C. (1994). Understanding and Promoting Transformative Learning. San Francisco: Jossey-Bass.
Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of
adults. San Francisco: Jossey-Bass.
Daloz, L.  (1986). Effective teaching and mentoring: realizing the transformational power of adult
 learning experiences. San Francisco: Jossey-Bass.
Franz, N. (2003). Transformative learning in extension staff partnerships: Facilitating personal, joint, and
 organizational change. 41(2),
Hatton, N. and Smith, D. (1995) 'Reflection in Teacher Education: Towards Definition and
Implementation', Teaching and Teacher Education 11 (1): 33-49.
Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide.
 (3rd ed.). San Francisco, CA: Jossey Bass.
Mezirow, J. “Transformative Theory of Adult Learning.” In M. Welton (ed.), In Defense of
the Lifeworld. Albany: State University of New York Press, 1995.
Taylor, E. (2008). Transformative learning theory. (Vol. 119). Wiley Periodicals, Inc.
Thompson, J. (2000). Emancipatory learning. NIACE Library and Information Service.

Commented on Carlynn Wood's (learning styles) and Krystal Zou's (physical learning) 

Environment and Context in Adult Learning

Laura A. Black

Ball State University

Course Title 635

September 20, 2013

Introduction

Caffarella and Merriam believe that the environment and context in learning can “create a set of learning and facilitating principles to help all adults become more effective learners regardless of their background and circumstances.”  Physical, cultural, power, knowledge, and ‘real-life’ are all environments that can help nurture adult learning.

The physical environment is exactly what it sounds like: anything affecting the physical comfort and well-being of both learners and facilitator. For example, the comfort and arrangement of chairs and tables plays a role in creating effective or ineffective learning environments. If you are uncomfortable in class, you will have a hard time focusing and participating. Instead, your body will be shifting and adjusting waiting for the moment you get to leave and sit somewhere padded chairs and tables that are designed for you (a.k.a. home).

Sound quality is a tricky element because it varies from facility to facility, but poor sound quality “can have a devastating effect on the social interactions that are essential to good learning”(MacKeracher, 189). If a learner cannot hear what is being said then he/she will give up, start sidebars with other classmates, or possibly go into silent mode. Additionally, a facilitator must be cognizant that learners can also be distracted by other sounds or be able to block out white noise completely. It is important to find a blend so that all learners can be successful.

Light and visual quality is important to the physical environment and includes features such as the texture and color of the walls, window hangings, floor coverings, and visual art on the wall. This is the Goldilocks syndrome again; too little visuals in a room can be depressing and unwelcoming, but too many visuals can be distracting. It is imperative to find the right balance.

Air quality is the last notch in physical environments, but learning can be ‘adversely affected by poor temperature control and poor air quality” (MacKeracher, 190). As a facilitator, it is imperative to be prepared for all situations and be able to adjust and modify at a moment’s notice. To support a positive physical environment make sure :

-the tables are big enough to encourage group collaboration

-chairs will support and comfort many different body shapes and sizes

-arrangement of furniture is welcoming and flows well

-microphones are working and other sound barriers are taken care of

-lighting is bright enough to see and can be adjusted for technology use

-temperature in the room is comfortable and air is clean

Above all, be prepared to change and adjust all of these elements if needed.

Cultural environment is perceived as the cultural and social expectations that control and direct how people relate and get work done.  Culture is a system of learned beliefs, values, assumptions, customs, languages, meanings, and behaviors shared with groups of individuals, and a guide for organizing the lives of group members (Barer-Stein, 2001). We integrate culture in family, community, workplace, religion, race, age, gender, language, and occupation into our reality therefore it becomes an existence in our minds. This is why “we may feel compelled to defend it, export it, or become distraught when others assess it unfavorably” (MacKeracher, 193).

There are many assumptions associated with cultural environment and adult learning. Marilyn Noble (2000) believes the invisible assumptions that accompany cultural beliefs lead to four major problems. For adults, the unknown differences and uncertainty can increase our stress and anxiety when we encounter cultures different from our own(MacKeracher, 193). The second problem is that we can sometimes use our personal model of reality to incorrectly interpret someone else’s behavior (Noble, 2000). Third, when we do not understand cultural differences between ourselves and others offense can be taken or given unknowingly to others. Fourth, differences between cultures are accompanied by power imbalances. Because culture is an invisible element that is always in learning environments, it is imperative to be aware of different cultures and how others may perceive your own culture.  Cultural assumptions can lead to a negative learning environment. Ramsey (MacKeracher, 195) believes that ‘becoming interculturally competent is a complex process. At its core, such competence calls for effective communication skills-listening actively, avoiding inappropriately projecting one’s model of reality onto others, and letting others be different.

Power environment is created when learners bring their culture, day-to-day responsibilities and current life problems into the classroom. Some students may hide behind these elements while others may use them as a platform, but either way, it creates learning context where power becomes crucial elements.  

Power elements can arise when positionality is used to describe an individual’s location within a shifting network of relationships defined primarily in terms of race, gender, and class (Maher & Tetrealut, 2001). Adults who occupy privileged positions may have no awareness of how their position affects or oppresses others. The entire matter of positionality calls on each member of a learning group to think critically about how behavior is affected on both visible and invisible privileges and oppression(MacKeracher, 197).  A facilitator should use his/her own positionality to analyze and encourage other members of the learning group to do the same. Analyzing another’s positionality without regard to your own can lead to blaming and bad feelings.

Knowledge environment in a classroom are comprised of the processes used to create and validate the knowledge generated by adult learners.  Harding believes that most adults would agree on the following characteristics of epistemologies:

a)      developed in response to observed occurrences in our natural world

b)       each is a local knowledge system

c)      Some are more powerful than others

d)     Each is based on the development of local resources, natural phenomena, and human interactions

e)      All knowledge systems have limitations

f)       Are political in nature

Only by listening carefully to the ideas brought forward from the margins will we come to understand the full range of natural phenomena and human interactions that might contribute to an adult education epistemology (MacKeracher, 201).

Real-life environment is based on the idea that learners learn best “by the activity, context, and culture in which it is developed and used” (Brown, Collins, & Duguid, 1989).  In other words, being immersed in a situation is the best way to learn a new concept. By promoting collaborative activities among peers, providing coaches and mentors who observe learners as they carry out tasks, and provide opportunities for new initiatives and self-directed problem solving, adults are learning from experience and will be able to apply this new knowledge to their daily responsibilities and tasks.

Of all the environments, I think the cultural environment plays the biggest part in adult learning. Several theorists have shared the following ideas and assumptions about adult learning environments and contexts:

Susan Imel

Whose purpose should the learning serve? The individual or the group’s? Should the group foster the learning of the individuals or should the group as an entity learn? Imel believes that the root of education is still focused on Western civilization which puts the emphasis on individual learning. Drawing on these cultural traditions and other ideas about what constitutes good adult education; most adult education programs are built upon individual need (Imel, 56).

How a group interacts affects adult learning. For example, Imel references the power environment in adult learning stating that race and gender play significant roles in how a learner perceives the group. She mentions that is up to the facilitator to resolve possible conflicts by being supportive of individuals by helping resolve conflicts so that the group/individuals can get on with its task functions. Research suggests struggles individuals with less power are sometimes inhibited to make contributions and in some cases belittled or disregarded (Imel, 57).

Imel believes that the facilitator has control and influence over the group’s cultural awareness as well as possible power conflicts.

Marilyn Noble

Noble believes that the cultural context of a learning environment is what brings learners together. She stated, “cultural difference is sometimes such a subtle thing that we can walk right by it without seeing it. It leaps out at us if it comes packaged in different colored skin, ethnic dress or foreign speech cadences.” (Noble, 7)

In the knowledge environment, people remained in charge of whatever might occur between learners and facilitator – nothing would be done against their wishes or without their agreement, and no one would attempt to exert control over them. If the community members sat on couches and chairs, I sat on the floor in order to stay below their eye-level and avoid any hint of dominance. I took special care to avoid jargon or unfamiliar idioms (Noble, 8).

Noble believes her lessons are far from complete. She believes it is important to leave your assumptions at the door. Listen more than you talk – but be willing to share bits of your own story, too. Wear clothes that don’t draw attention. Be yourself. Let people know that they are valuable, worthwhile human beings. Give them room to nurture their hopes and dreams. Ask them what they need, and help them figure out how to get it. Cheer them on. Help them to handle setbacks. Be available for them. Be courageous. Laugh together. Cry together. Persist together. Grow together. Value one another. (Noble, 9).

Linda Zieghan

Zieghan believes that some concepts of adult education taught in the United States seem to reify core national values. As an example, self-directed learning is generally described as a process in which people take primary initiative for planning, carrying out, and evaluating their own learning experiences (Merriam and Caffarella, 1999). On the surface, such a construct appears thoroughly grounded in individualist cultural values like individual initiative and agency. However, recent theorists elaborating on self-direction have suggested greater roles for mentors and coaches (Grow 1994) and recognition that autonomy in learning does not preclude a valuing of interdependence, depending on the learning context (Nah 2000). A method born of one culture may be adaptable to another when relevant cultural differences are considered.

Zieghan asks how can teachers help learners appreciate the diversity in any classroom? Following are a few examples of culturally sensitive learning approaches that have the potential to foster inclusion:

The social construction of knowledge might be fostered through collaborative group learning, which emphasizes the process of listening to and respecting others, understanding alternative views, challenging and questioning others, negotiating ideas, and caring for group participants (Imel and Tisdell, 1996).

Teachers may want to provide structured guidance through learning experiences, a strategy that may be particularly useful for learners from cultures where hierarchy and expertise of the teacher are highly valued. Mentorships may serve as a bridge for culturally different students seeking comfort with dominant-culture teaching methods, especially if the teaching-learning interactions take place outside of class (Liang and McQueen 2000).

Students from other cultures may appreciate computer-assisted learning media, which allow them to share stories around personal and group cultural identities in an environment that may be perceived as more open and relaxed than the face-to-face classroom context (Coombs 1993). The online medium, which serves a variety of different purposes and audiences, is also helpful to non-English speakers seeking privacy and time to prepare away from real-time compressed communication (Liang and McQueen, 2000).

Although there are some general categories of difference between cultures, there are many ways that instruction can be designed or redesigned to become more culturally sensitive. Adult educators can start to become more sensitive to cultural difference in the classroom by first examining the cultural values that underlie their preferred methods of teaching. Diversifying teaching methods should be an interactive process with learners that enrich all of adult learning.

Nancy Maresh

Maresh states that children learn, as they absorb the entire experience, including feelings. Thus, the whole context, as well as the content, is learned. Context is the entire physical, social, and emotional place in which learning takes place. Learners need a safe and supportive physical environment, an emotionally rich social environment, and in intellectual framework where connections between old and new information can flourish (Hall,22).

Maresh suggests that the most effective unifying force for creating the ultimate learning context is through metaphor.  Because metaphors “are intrinsic to the construction of new knowledge and lie at the heart of the creation of meaning.” For example:  time is money, love is war, life is just a bowl of cherries, etc. Learning by metaphor gives learners a base of knowledge they can connect between a new concept and a past experience. The concept is then clarified and the mind is encouraged to explore it further. Metaphor becomes a means to effectively engage all the systems of the brain and, in doing so, creates a dynamic context for learning.

When a metaphor fits, everything else seems to fall into place. Additionally, an effective metaphor can provide and introduce a multitude of comparisons between a common experience and the subject matter being taught. (Hall,24)

The fastest learning with the best retention occurs in a sensory-rich metaphoric learning context in which the learner is engaged and relationships are built and reinforced. The most effective trainers make sure that the participants fully connect with themselves and with others, taking complete responsibility for their own and others’ learning(Hall,25).

Implications

After reviewing several different theories and articles, it is important to know how to use these theories in practice. Many theorists and experts believe the following suggestions will help as you transition into the role of adult learning facilitator:

Physical environment:

-arrange tables and chairs in a design that is conducive to your facilitating needs

-check sound and light equipment beforehand to ensure ALL learners will be able to hear you as well as see any visuals being used

-ensure temperature in facility is conducive for learning

-use technology that appeals to more than one learning style

Cultural environment:

-use effective communication skills (listening activity, letting others by different (Ramsey, 1996).

-managing emotional responses to new experiences

Power environment:

-facilitator should analyze and confront power-related incidents by calling attention to power dynamics when they arise

Knowledge environment:

-facilitator should listen carefully to the ideas brought forward by all learners (and not dismiss any ideas)

Real-life environment:

-telling stories to make connections to a new situation

-reflecting during learning activities

-promoting collaborative activities among peers

-providing opportunities to engage in practice

-use technology to stimulate learning

Conclusion

Most educational studies focus on how the individual learns, but research suggests that environment is a huge factor in how this learning process is affected. The learning environment encompasses not only the physical, but the power, knowledge, culture, and real-life of the learning process. Many theories, implications, and ideas have been shared, but the focus remains on thinking critically about learning environments and context so that learners can be effective.

	Main themes/ ideas in the literature	Application of the main ideas in practice
Idea 1	Environments must be conducive to all learners	Prepare to reorganize the room and ensure quality physical resources are available (temperature systems, sounds, visuals, furniture)
Idea 2	Cultural environments are major factor of creating positive/negative learning environments	use effective communication skills (listening activity, letting others by different)
Idea 3	Power environments can be controlled by facilitator	facilitator should analyze and confront power-related incidents by calling attention to power dynamics when they arise
Idea 4	Creating a context for learning	Make connections with learners to create real-life applications

References

Imel, S. (1999). Using groups in adult learning: Theory and practice. Journal of Continuing Education in

                the Health Professions, 19, 54-61.

Imel, S., and Tisdell, E. "The Relationship between Theories about Groups and Adult Learning Groups." In

LEARNING IN GROUPS. NEW DIRECTIONS FOR ADULT AND CONTINUING EDUCATION, no. 71, edited by S. Imel, pp. 15-24. San Francisco: Jossey-Bass, 1996.

Liang, A., and McQueen, R. J. "Computer Assisted Adult Interactive Learning in a Multi-Cultural

 Environment." ADULT LEARNING 11, no. 1 (Fall 1999): 26-29.

MacKeracher, D. (2004). Making sense of adult learning. (2nd ed.). Toronto: University of Toronto Press.

Merriam, S. B., and Caffarella, R. S. LEARNING IN ADULTHOOD: A COMPREHENSIVE GUIDE. 2D ED. San

                 Francisco: Jossey-Bass, 1999.

Noble, M. (1999). Learning to lead from the middle: An apprenticeship in diversity . Adult Learning,

                "Learning Across Cultures" , 11(1), 6-9.

Piskurich, G., Beckschi, P., & Hall, B. (2000). The astd handbook of training design and delivery. (pp. 3-

                27). New York: McGraw-Hill.

Ziegahn, L. (2001). Considering culture in the selection of teaching approaches for adults. ERIC

                Clearinghouse on Adult Career and Vocational Education,

Laura Black....

Running Head: Transformational Learning

Transformational Learning

Laura A. Black

Ball State University

ACE 634

September 23, 2013

Transformational learning: According to Merriam, the goal of transformational learning is independent thinking. This type of learning is achieved through a dramatic change or crisis, but deepened through critical thinking and self-reflection. Transformational learning changes a learner’s perspective of self and the world. This is the basic definition of transformational learning, but it should be mentioned that several other types of learning fall under the umbrella of transformational learning such as: emancipatory, psychoanalytic, and psychodevelopmental (Merriam, 2007).

“The theory of transformational learning in considered uniquely adult-that is, grounded in human communication where “learning is understood as the process of using prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action” (Mezirow, 1996). Human communication will prove to be a common thread in all of the transformational learning theories. The human desire to learn and make connections is married to critical thinking and self-reflection. Together, these elements create transformational learning. 

Transformational Learning (Jack Mezirow)

Transformative Learning is a term that originates from transformative learning theory, which was first developed by adult educationalist Jack Mezirow in 1978. Transformational learning is learning that takes learners’ knowledge and skills into a different or new domain, with a step jump in cognitive and affective processes. Mezirow believes that critical reflection is an important of transformative learning. He bases its purpose on a rediscovery of power that more critically aware learners are able to transform society and subsequently their own reality (Taylor, 1998). Mezirow describes three main frames for critical reflection:  content reflection (which is reflection on what happens, how it happens), process reflection (which is reflection on whether the content available is sufficient and whether the interpretation of the data is adequate), premise reflection (which is reflection on underlying premises, beliefs and assumptions). Mezirow distinguishes among the three kinds of key reflections transformation process:1) Content Reflection: Individuals may reflect on the content or description of a problem. 2) Process Reflection: Involves thinking about the strategies used to solve the problem rather than the content of the problem itself. 3)Premise Reflection: Leads us to question the relevance of the problem itself--the assumptions, beliefs, or values underlying the problem are questioned(Mezirow, 2000).

Emancipatory Learning

Emancipatory learning is also transformational learning, but its purpose is to develop understanding and knowledge about the nature and root causes of unsatisfactory circumstances in order to develop real strategies to change them (Hatton & Smith, 1995). The educational relationships encouraged by emancipatory learning are those which are formed in solidarity with the interests of the least powerful in society.  According to Hatton and Smith, the reason for collaboration is to work with the least powerful to gain more autonomy and independence, more control over their own lives, and to bring about change in the interests of greater equality and social justice.  Cranton  believes emancipatory learning is a process of freeing ourselves from forces that limit our options and our control over our lives, forces that have been taken for granted or seen as beyond our control. At times this learning occurs independently of the educator; at other times it is fostered deliberately. Unlike the other two kinds of learning, emancipatory learning is often a difficult and painful process (Cranton, 1994).

Psychoanalytic Learning (Robert Boyd)

Robert Boyd’s Psychoanalytic approach to transformational learning is learning with a foundation in psychology. Boyd believes transformational learning is finding an understanding of our inner psyche and its unconscious influences on our daily lives. Boyd’s definition of transformation is, “a fundamental change in one’s personality involving conjointly the resolution of a personal dilemma and the expansion of consciousness resulting in greater personality integration” (Meriam,2007). Boyd views the transformation as an inner journey, involving the resolution of inner conflict to achieve self-actualization.

Boyd focuses more on discernment (using images and symbols to create a personal image) within the theory. First, the person must be willing to have an open mind then he/she must recognize things that need to change or things that are going on around them. Lastly, a person has to grieve(Choy, 2010).

Psychodevelopmental Learning (Laurent Daloz)

Daloz’s psychodevelopmental perspective to transformational learning adds to Mezirow’s ideas. Daloz recognizes the importance of cognitive growth and acknowledges the importance of the whole person. It is a journey into the unknown and coached/mentored by a supportive mentor. An effective mentor challenges learners through mysterious tasks, introduces contradictory ideas, questions; and leads the learner to the expected goals. In some cases a good mentor may even have to add a dose of confusion, as Daloz cites, "when a good dose of confusion is exactly what a student needs".

 Daloz recognizes that people need to make meaning of their experiences and that learners benefit from mentors. Additionally, he believes that dialogue and/or discourse is an important piece of the process. Daloz also believes the mentor can use stories in an effort to promote development. This reciprocated storying of lives is where development can occur (Daloz, 1986).

Implications

Transformative learning results in a major change in thinking or perspective where individuals become more responsible for their actions and more autonomous, and use clearer thinking when making decisions (Franz, 2003). The many types of transformational learning allow learners to deal with a dramatic change or crisis in life through mentorships, collaboration, mentors, critical thinking, and self-reflection. All of these elements can lead to a new perspective or view on life.

Patricia Cranton (1994) outlines teaching strategies that can encourage transformational learning in students: Facilitators need to create an activating event.  Exposing students to alternative viewpoints and allow the learner to analyze a situation.  Teachers can model self -reflection and promote an environment that encourages self- reflection. Create an environment that is safe and students can “try on” alternative points of view. Another strategy is to have students set up an action plans that list two or three concrete actions.

Through transformational learning, students gain a better understanding of the processes around them, personal development, and a deepened commitment to new goals. This information allows us to reach adult learners in many different ways, and we can use this knowledge as facilitators to help adult learners create a deeper understanding.

Main ideas/ themes	Application
Idea 1 transformational	promote self-reflection by asking guiding questions in regard to specific content being taught (facilitator can model self-reflection as well)
Idea 2 emancipatory	allow partners/groups to work together to  challenge ideas and barriers (the education of themselves will evolve into new perspectives for the entire group) i.e. Exposing students to alternative viewpoints could include showing a film, documentary, readings, and poetry
Idea 3 psychoanalytic	create a supportive environment with mutual respect among classmates using activities to stretch, challenge, and push each other’s thinking capacities. This will promote self-reflection and how daily tasks influence our lives. For example, role playing, critical debates or taking a stance that is different from their own.
Idea 4 psychodevelopmental	Collaborate with a partner to open dialogue. This will provide personal support/mentorship that will result in successful development

References

Boyd, R.D. (1991). Personal Transformation in small groups: a Jungian perspective. London:

            Routledge.

Choy, S. (2010). Transformational Learning in the workplace. Journal of Transformative

                 Education.7(1).65-84.

Cranton, C. (1994). Understanding and Promoting Transformative Learning. San Francisco: Jossey-Bass.

Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of

                adults. San Francisco: Jossey-Bass.

Daloz, L.  (1986). Effective teaching and mentoring: realizing the transformational power of adult

 learning experiences. San Francisco: Jossey-Bass.

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