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.

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.