Transformational Learning Theory
From Adult Education
Contents |
Introduction
The theory of Transformation Leaning was developed by Jack Mezirow in 1978. This theory is based off of the psychoanalytic theory and the critical social theory. This theory is described through meaning structures, common themes, and also in different kinds of learning. More over transformational learning involves becoming more reflective and critical, being more open to the perspectives of others and being less defensive and more accepting of new ideas.[[1]]
There are also a few people who have started to work more with this theory and to develop it more and add new ideas to it. One of those people is Robert Boyd. The Theory of Transformational Learning also has a good background for adult education and it’s theories can be used successfully in adult programs.
Transformational Learning Theory and Jack Mezirow
The Transformational Learning Theory that was developed by Jack Mezirow is described by him as being “constructivist, an orientation which holds that the way learners interpret and reinterpret their sense experience is, central to making meaning and hence learning” (Mezirow, 1994, 222). This theory has two kinds of learning that is involved with it. Those learning theories are Instrumental learning and communicative learning. With instrumental learning is focuses on “learning through task-oriented problem solving and determination of cause and effect relationships” (Taylor, E. W., 1998, 5). With communicative learning it is involved with how others communicate their feelings, needs and desires with another person.
Meaning structures are also talked about throughout the theory. These meaning structures are divided into two categories. The first of these is the meaning perspectives. These are defined as “broad sets of predispositions resulting from psychocultural assumptions which determine the horizons of our expectations” (Mezirow, 1994, 223). The meaning perspectives also are divided into 3 sets of codes. These codes are sociolinguistic codes, psychological codes, and epistemic codes. The second category of the meaning structures is called the meaning schemes. The meaning scheme is “the constellation of concept, belief, judgment, and feelings which shapes a particular interpretation” (Mezirow, 1994, 223). They are a different part of the meaning perspectives.
Most of the meaning structures that Mezirow developed are understood and developed through reflection. He states that “reflection involves a critique of assumptions to determine whether the belief, often acquired through cultural assimilation in childhood, remains functional for us as adults” (Mezirow, 1994, 223). Reflection in a way is like problem solving and Mezirow talks about how we “reflect on the content of the problem, the process of problem-solving, or the premise of the problem” (Mezirow, 1994, 224). Through this reflection we are able to understand ourselves more and then understand our learning better. Merizow has also discovered that there are four ways of learning. They are “by refining or elaborating our meaning schemes, learning new meaning schemes, transforming meaning schemes, and transforming meaning perspectives” (Merizow, 1994, 224).
Robert Boyd
Like all theories there is bound to be a different view on the topic that is still related but slightly different. Robert Boyd worked with Mezirow’s theory to develop his own revised Transformational Learning theory. Boyd feels that his theory is based on the ability for the person to be able to work with themselves and take care of any problems that they have going on within themselves in order to develop a more refined personality. Where Mezirow was more involved with the self and reflection Boyd was focused more on discernment within the theory. Discernment uses images and symbols in order to create a personal image of what they are like.
Discernment is made up by three different things, they are recognition, grieving, and also receptivity. First the person must be willing to have an open mind and to think about things, hence being receptive. Second they must recognize things that need to change or things that are going on around them, recognition. Lastly and perhaps the most important step according to Boyd is grieving. Grieving is when the individual takes on a new way of doing things or tries to integrate new ideas into their lives. They then must come to terms with the fact that the steps that they have taken before are no longer relevant to what they are going to have to do in the future.
Generally, transformation in Boyd perspective is that “fundamental change in one’s personality involving (together) the resolution of a personal dilemma and the expansion of consciousness resulting in greater personality integration”. Boyd moves beyond the ego and emphasis on reason and logic to a definition of transformational learning.[[2]]
Paulo Freire
Paulo Freire is another person who has worked with transformational learning. He is not interested in Mezirow’s idea of just learning the self but wants people to learn about the social transformation that goes on around them. However, he does agree with Mezirow in the fact that critical reflection is an important part of the transformational learning process. He “sees its purpose based on a rediscovery of power such that the more critically aware learners become the more they are able to transform society and subsequently their own reality” (Taylor, 1998, 17). Freire thinks that “by the act of transformation, society is transformed” (Taylor, 1998, 17).
Freire has three concepts in which he attributes to adult education.
- The first of these steps is that he thinks that teachers giving the students the knowledge and information and the students memorizing and giving back the information is something that is not liberalizing enough. He feels that the students have something to give back and this kind of memorizing and regurgitating will not work in adult education, students also have something to contribute to the learning environment.
- The second step that he has developed is the thought of praxis, which “is the moving back and forth in a critical way between reflecting and acting on the world” (Taylor, 1998, 18). This is in essence the same concept that was done by Mezirow in terms of critical reflection.
- The third step is that of the “horizontal student-teacher relationship” (Taylor, 1998, 18). This step has to do with the student and teacher working on the same level. Much of this step is seen in adult education and is what most adult education concepts surround. Using this step creates and atmosphere that people feel comfortable to share and communicate in, which is especially important in adult education.
Transformational Learning Theory for Educators
There are numerous ways in which adult education can be taught, there is no one correct way in which this theory should be applied. There are some keys ways to promote Transformational Learning as cited by Taylor (1998). They are as follows:
- • “Ideal learning conditions promote a sense of safety, openness, and trust” (Taylor, 1998, 53).
- • “Effective instructional methods that support a learner-centered approach” “Promote student autonomy, participation and collaboration” (Taylor, 1998, 53).
- • “The importance of activities that encourage the exploration of alternative personal perspectives, problem-posing, and critical reflection” (Taylor, 1998, 54).
There is also ways for the teachers to work and communicate with their students that will provide the students with a quality learning experience within Transformational learning. Some of these attributes for the teachers to have when enlisting the students is for them to be trusting, empathetic, caring, authentic, sincere, and demonstrating a high degree of integrity” (Taylor, 1998, 54). Also there is an importance when using transformational learning theory to provide “feed-back and self-assessment” (Taylor, 1998, 54) for the students.
There are certain roles for the teacher and the student to perform while in class. This will help them become better at transformational learning theory and make it successful for the future.
- • The role for the teacher is “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” (Imel, 1998, 4).
- • In order to have the students have a successful session they also have responsibilities not just the teacher in the learning process. “Although it is difficult for transformative learning to occur with the teacher playing a key roles, participants also have a responsibility for creating the learning environment” (Imel, 1998, 4). The students “share the responsibility for constructing and creating the conditions under which transformative learning can occur” (Imel, 1998, 4).
Transformational Learning and Adult Education
Transformational Learning has many concepts that may be used in Adult Education. Some of the main leaders in Transformational learning for example Freire have stated that teachers and students being on the same levels will help out with the classrooms making it more of an open, comfortable and safe environment that students feel comfortable sharing in. Also according to Boyd having the students looking at what they need to accomplish and then getting the job done themselves is an important part of the whole adult learning theory. Adults typically need to find something relevant to themselves and work with it in order to find new ways to do it. According to Boyd the adults will go through the three steps that he talked about being, receptiveness, recognition and grieving. Mezirow considers using the meaning structures to understand the situations that adult learners will go through. By understanding these meaning structures students and teachers will be able to understand what kind of concepts and opportunities need to be worked on in order to make the education successful.
Role of educators
According to Mezirow “transformative educators may help others, and perhaps ourselves, more toward a fuller and more dependable understanding of the meaning of our mutual experience”. [[3]]
According to Mezirow, the role of the educators is
- Help the learner focus on and examine the assumptions that underlie their beliefs, feelings and actions
- Assess the consequence of these assumptions
- Identify and explore alternative sets of assumptions
- Test the validity of assumptions through effective participation in reflective dialog
[[4]]
“According to Taylor (1998) the teacher’s role is establishing an environmental that builds trust and care and facilitates the development of sensitive relationships among learners is a fundamental principle of fostering transformative learning”.
[[5]]
Perspective transformation
“perspective transformation is the process of becoming critically aware of how and why our assumptions have come to constrain the way we perceive, understand and feel about our world; changing these structures of habitual expectation to make possible a more inclusive, discriminating, and integrating perspective; and finally, making choice or otherwise acting upon these new understandings”. “Perspective transformation explains how the meaning structures that adults have acquired over a lifetime become transformed. These meaning structures are frames of reference that are based on the totality of individuals’ cultural and contextual experiences and that influence how they behave and interpret events”.
[[6]]
Generally, according to Merriam (2004) “having an experience is not enough to effect a transformation” (p. 62). “what is valuable is not the experience itself but the intellectual growth that follows the process of reflecting on experience. Effective learning does not follow from a positive experience but from effective reflection. Thus, critical reflection is central to transformational learning (p. 62).
[[7]]
References
Taylor, E. W. (1998). The theory and practice of transformative learning: A critical revicw. (Contract No. RR93002001). Columbus, OH: Center on Education and Training for Employment. (ERIC Document Reproduction Service No. ED423422)
Imel, S. (1998). Transformative learning in adulthood. (Report No. EDO-CE-98-200). Columbus, OH: Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED423426)
Mezirow, J. (1994). Understanding transformation theory. Adult Education Quarterly, 44(4), 222-232.
Additional Links
http://ctl.stanford.edu/Newsletter/transformation.pdf
