Transformative Learning as an "Inter-Practice" Phenomenon (original) (raw)
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Toward a Living Theory of Transformative Learning: Going beyond Mezirow and Habermas to Honneth
www.tedfleming.net, 2016
It is indeed a singular honour to be invited here to recall Jack Mezirow (and Edee) and his work. I do want to acknowledge the wonderful invitation and welcome from AEGIS IXX and Joan Bigham, from Victoria Marsick and Lyle York. And finally, the involvement of the current Adult Learning and Leadership cohort at Teachers College especially Julie. In a very few years from the mid-1970s Jack Mezirow defined a field. He redefined adult learning theory. Whether you agree or disagree with his theory and how it is understood or applied, his contribution cannot be ignored around the world. We have been fortunate to have lived and worked with both Paulo Freire and Jack whose work lifted the field of adult learning and adult education in monumental fashion. The legacy is a major one and it requires our best efforts to progress it, critically develop it and ensure it remains a living theory.
A Case for Mezirow’s Transformative Learning
Diligentia: Journal of Theology and Christian Education
Jack Mezirow’s transformative learning theory is one of the most referenced adult education theories. In his theories, transformative learning is the process of effecting change in a frame of reference, using structures of assumption to understand our experiences. Transformative learners move toward a frame of reference with more inclusive self-reflection and more integration of experience. Adult educators should help students become aware and critical of assumptions, their own, and others’. As adult learners, we should be part of transformative learning by being critical with our frames of reference, starting from understanding the world unconsciously in childhood experience, and moving toward a frame of reference with more self-reflection and integration of experience. We should understand the forms, autonomous thinking in transformation theory, and the two domains of learning—instrumental and communicative—as well as their definitions, comparisons, and applications in adult learn...
Putting transformative learning theory into practice
This paper elaborates on a number of key criticisms of Mezirow’s transformative learning theory as well as providing arguments that validate it. Our paper exemplifies how Mezirow’s theory can help adult educators and prospective school teachers understand that social structures and belief systems can influence student learning, that learners make meaning of their experiences in various ways which influence the sort of value systems they develop and that disorienting dilemmas often challenge the validity of one’s values and the assumptions that underpin them. It exemplifies how Mezirow’s theory can be put into practice in Adult and Higher Education via three case studies undertaken by the authors in different places, at different times and with different sets of learners. These include mature aged women returning to study, PhDs at a Swedish Engineering University, and domestic and international students studying at an Australian regional university. The case studies make use of a values survey, interviews and subsequent focus groups. Data from the survey and interviews are analysed and used to argue that transformative learning (Mezirow,1991) can be practiced, to good effect, in university staff development and teacher education courses.
The present paper lays the foundations for an integrated theory of transformative learning. In the essence of transformative learning is found the assumption that a sudden or dramatic event, or even incremental with smaller transformation, may induce changes in individuals, in ways that both themselves and others can recognize. Adult education and learning are inherently intertwined with change, change in knowledge, understanding, attitudes, beliefs, skills and/or behaviors. It is grounded on constructivist - developmental theory, drawing on rationality and cognitive processes as a means of effective perspective transformation. Traditionally, theory and research in adult education have examined learning as a purely cognitive process, while influential transformative learning theories, have been proposed by Freire (1972), Kolb (1984), and more recently by Mezirow (1991). However, recent studies, such as by Clark (2005), Dirkx (2001), Dixon and Baltes (1996), Heshusious and Ballard (1...
Transformation Theory as a Framework for Understanding Transformative Learning
Adult Education Critical Issues
Τhe first part of the present Introduction to Mezirow’s translated book outlines the formulation process of his theory, and the second Part presents its constituent components. The third part discusses the relationship between Transformation Theory and “transformative learning theory” and puts forward the opinion that the former constitutes a focal point of reference within the wider theoretical field of transformative learning, which includes diverse conceptualizations. In the last two parts, a reference is made to the book’s translation and suggestions are offered as to the creative and critical approach to its content.
The Transformational Learning of Three Adult Academicians
Mediterranean Journal of Humanities, 2016
Mezirow (1991) defines transformative learning as a theory about constructing meaning, not just about knowledge acquisition, and the construction of meaning is about learning through critical reflection, rather than mindlessly or unquestioningly acquiring frames of reference through life experiences. Mezirow (1997) emphasizes that transformative learning is rooted in the way human beings communicate, and does not link it exclusively with the significant life events of the learner. Thus, the individual can make shifts in his/her world view and this can result in a more inclusive world-view. This qualitative article based upon transformative learning theory presents the common changes and transformations of three adults, following their movement to a new city and university as academicians.
Transformative learning and the hidden dynamics of transformation
Reflective Practice
Transformative learning is 'an approach to teaching based on promoting change, where educators challenge learners to critically question and assess the integrity of their deeply held assumptions about how they relate to the world around them'. While it seems to be clear what is subject to change (assumptions), apparently it is less obvious how we can (critically) reflect on assumptions, especially since most of them operate outside of our awareness. The question that follows is: How can we bring these hidden assumptions into our awareness, so that it can be subject to change and transformation? Therefore, the purpose of this paper is threefold: We need to (1) have a more nuanced understanding of how we can help adult learners in practice to explore their 'assumptive clusters', to (2) better understand what helps or prevents learners from transforming their existing assumptions and therefore fosters or inhibits processes of transformation, and to (3) provide some concrete tools, that practitioners can use to enhance their (reflective) practice, teaching transformatively.
The present paper lays the foundations for an integrated theory of transformative learning. In the essence of transformative learning is found the assumption that a sudden or dramatic event, or even incremental with smaller transformation, may induce changes in individuals, in ways that both themselves and others can recognize. Adult education and learning are inherently intertwined with change, change in knowledge, understanding, attitudes, beliefs, skills and/or behaviors. It is grounded on constructivist - developmental theory, drawing on rationality and cognitive processes as a means of effective perspective transformation. Traditionally, theory and research in adult education have examined learning as a purely cognitive process, while influential transformative learning theories, have been proposed by Freire (1972), Kolb (1984), and more recently by Mezirow (1991). However, recent studies, such as by Clark (2005), Dirkx (2001), Dixon and Baltes (1996), Heshusious and Ballard (1996), Meyer (2012), Michelon ( 1998), and Mulvihill (2003), have shifted emphasis towards more holistic approaches, perceiving the individual as a whole, consisting of mind, body and spirit. More specifically, they assume that rational thinking is basically a Western concept, since researchers in the West tend to ignore the body, emotions, and spirit as valid learning agents, limiting thus learning to a cognitive process that takes place in the mind. In this regard, in the present study we argue that in order a holistic transformation to take place, it requires the involvement of the whole person, entailing mind, body and spirit. Through thorough review of relevant studies, the present paper seeks to point out that transformative theories of learning have traditionally over-relied on rational and cognitive processes in describing perspective transformation, while it makes the assumption that for effective transformative learning to take place, cognitive, somatic, emotional, and spiritual dimensions are closely interrelated. When we come to knowing and learning, linear and fragmented approaches cannot account for the perplexity of the human being, consisting of mind, body and spirit, and therefore all three of them should be taken into account.