Transformational Learning

Jack Mezirows Transformational LearningMargaret DiVitoWalden UniversityMarch 2010

The terms transformative and transformational are used interchangeably. 1Do you know Jack?

Do you know Jack? In 1978, Jack Mezirow formulated the concept of transformative learning. He taught women who returned to community college after an extended time away in order to continue their education. Mezirow noted that as his students understanding of their personal, cultural, and social histories grew, so grew their ability to modify assumptions and expectations of learning. 2Transformative Learning Concerns:

Transformational learning is in some way related to every one of the terms above. Perhaps you will revisit this slide at the end of the presentation in order to make a learning connection. This is only a suggestion. One word that I found a little difficult to connect is penny. I thought and thought about the word, and in fact I almost asked aloud, What in the world does penny have to do with learning? Finally, I came up with a penny for your thoughts. As we will see in this presentation adults value their own thoughts far more than a penny. Now, find the word volta. Volta was a scientist who studied what would and would not conduct electricity. I am guessing that the person who created this collection of words saw the transformation of water power, wind power into electricity as being analogous to the transformation that occurs in learning. 3Mezirows Definition of Learning The process of using a prior interpretation to construe a new or a revised interpretation of the meaning of ones experience in order to guide future action.

Transformative learning requires a learning experience that contradicts an accepted truth. The learner wrestles with this new perspective of experience privately through critical reflection and openly through conversation. This wrestling leads to a reinterpretation of experience and the learner makes new meaning through his or her own experience. In many ways it is the unlearning of experience. The experience or interpretation that is being unlearned is not ones own, however. Thus, transformational learning occurs when an individual is forced to encounter an event or situation that is inconsistent with his or her existing perspective (Stansberry & Kymes, 2007). Mezirow says this kind of learning occurs only in adulthood. Brocks (2010) findings support Mezirows statement. The study shows that by the time a learner has had four semesters of college, levels of reporting transformative learning can be as high as two-thirds of the population. Cranton (2010) states, Transformative learning can be promoted in the classroom by using any strategy, activity, or resource that presents students with an alternative point of view. Readings from different perspectives, field experiences, videos, role plays, simulations, and asking challenging questions all have the potential to lead to transformative learning.4Frames of Reference these operate below our level of awarenessMoral/ethicalPhilosophicalPsychologicalAesthetic there is more awareness for theseImmediate specific beliefsFeelingsAttitudesValue judgmentsHabits of MindPoints of View

Walter Lippmann said, "We are told about the world before we see it. We imagine most things before we experience them. and those preconceptions, unless education has made us acutely aware, govern deeply the whole process of perception. They mark out certain objects as familiar or strange, emphasizing the difference, so that the slightly familiar is seen as very familiar and the somewhat strange as sharply alien ..." Frames of reference are the structures of assumptions through which we understand our experiences. Our frames of reference are handed to us through familial and social interaction. As a result, we believe others prejudices and perspectives are true.

Read SlideFrames of reference have two components: habits of mind and points of view (Mezirow, 2000).

5Habits of Mind A set of assumptions broad, generalized, orienting dispositions that act as a filter for interpreting meaning.

PREDISPOSITIONS

A mindset or habit of mind is the digested experience of others. Habits of mind are accepted as truth. Knowledge unblocks the mind and the development of new mind habits are the result.

6Points of View

Immediate specific beliefsFeelingsAttitudesValue judgments

Point of view is defined as somebodys way of thinking about or approaching a subject, as shaped by his or her own character, experience, mindset, and history. In short, our point of view is how we see it. Points of view take the form of personal opinions, and as such, points of view change more easily than habits of mind because we receive feedback on them. 7Critical Reflection

Transformational learning is predicated upon critical reflection. Basically, the chart above shows that actions can be non-reflective and result from habits of mind. Additionally actions can be thoughtful actions without reflection. It is also possible for actions to be the result of reflective action. Reflective action may or may not have at its roots predispositions . Mezirow (1998) acknowledges that the cognitive term critical reflection is not the best term for the process because the affective, spiritual, and other relationship dimensions are central to transformative learning, as well.8Four Levels of Transformative LearningExisting frames of reference

Learning new frames of reference

Transforming a point of view

Transforming a habit of mind

Experience is of course, the learners own experience. Transformative learning can occur when students encounter alternative points of view and perspectives. Exposure to alternatives encourages the questioning of beliefs, and values, and when this leads to a shift in the way they see themselves or things in the world, they have engaged in transformative learning. Kegan (1994) has created models for this type of developmental growth. He speaks of the socialized mind, the self-authoring mind and the self-transforming mind. 9

Mezirows Steps in Transformational LearningDisorienting dilemmaSelf-examinationCritical assessment of AssumptionsRecognizing that others have gone through a similar processExploring options for formulating a new plan of actionAcquiring knowledge and skillTrying out new rolesRenegotiating relationshipsBuilding competenceReintegration back into ones life based on the new, transformed perspective

Research indicates that each of the hypothesized steps are precursors to transformative learning (Brock, S., 2010). Thus, these steps lead to transformative learning. The only question that remains then is with regard to teaching strategies. Specifically, are there teaching strategies that promote the transformation of perspectives? Cranton (2010) states, Transformative learning can be promoted in the classroom by using any strategy, activity, or resource that presents students with an alternative point of view. Readings from different perspectives, field experiences, videos, role plays, simulations, and asking challenging questions all have the potential to lead to transformative learning.

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Criticism of the Theory

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11Evaluationhttp://www.surveymonkey.com/s/57RP3BD

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12ReferencesBrock, S. (2010). Measuring the importance of precusor steps to transformative learning. Adult Education Quarterly, (60) 2, 122-142 .DOI: 10.1177/0741713609333084Kelly, R. (2010). Transformative learning: Q & A with Patricia Cranston. Faculty Focus, January 19, 2009. Retrieved from http://www.facultyfocus.com/articles/instructional-design/transformative-learning-qa-with-patricia-cranton/Merriam, S.B., Caffarella, R.S., &Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide. CA: Jossey-Bass.

Mezirow, J. (1978). Education for perspective transformation: Women re-entry programs in community college. New York Center for Adult Education, Teachers College, Columbia University.13Mezirow, J., & Associates. (2000) Learning as transformation: Critical perspectives on a theory in progress. CA: Jossey-Bass.

Stansberry, S. & Kymes, A. (2007). Transformative learning through teaching with technology electronic portfolios. International Reading Association, (488 496). DOI: 10.1598/JAAAL.50.6.614