Transformative learning powerpoint (4.1)

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Transformative Learning Theory Kevin Jelani and Jennifer Guerra

Transcript of Transformative learning powerpoint (4.1)

Transformative Learning Theory

Transformative Learning TheoryKevin Jelani and Jennifer Guerra

Executive SummaryTransformative learning theory, according to Jack Mezirow focuses on a critical dimension of learning in adulthood that enables us to recognize and reassess the structure of assumptions and expectations which frame our thinking, feeling and acting. Merriam and Bierema (2014) also cite Mezirow (1991) in defining what transformative learning is, Transformative learning involves an enhanced level of awareness of the context of ones beliefs and feelings, a critique of their assumptions and particularly premises, an assessment of alternative perspectives, a decision to negate an old perspective in favor of a new one or to make a synthesis of old and new, an ability to take action based upon the new perspective, and a desire to fit the new perspective into the broader context of ones life (p. 161).

(Mezirow, 2009)

Adult Learning ProcessThe process through which adults learn and incorporate new information is as follows:

1. Action Learning The process of cognitive thinking and awareness of material learned and the process of learning itself.2. Experiential Learning Gaining knowledge and understanding through work performance and experience.3. Project Based Learning Furthering ones knowledge through investigative questioning and active exploration of existing knowledge.4. Self-Directed LearningAn intrinsic drive triggered either by internal or external factors to further ones knowledge.

The experience of transformative learningThrough life experiences combined with formal education, adults have a vast amount of knowledge that affects their thinking, behavior, and approach on life.As adults begin to get back into the educational system, they use their past experiences and existing knowledge and incorporate it with the new information.Critical thinking is also a vital element in the process of incorporating new skills, knowledge, and understanding.(Mezirow, 2009)

Mezirows 10 phases of Transformative Learning1. A disorienting dilemma2. A self examination with the feelings of guilt or shame3. A critical assessment of assumptions4. Recognition that ones discontent and the process of transformation 5. Exploration of options for new roles, relationships, and actions(Mezirow, 2009)

6. Planning a course of action7. Acquisition of knowledge and skills for implementing ones plan8. Provision trying of new roles9. Building of competence and self-confidence in new roles and relationships10. A reintegration into ones life on the basis of conditions dictated by ones perspective

Mezirows 10 phases of Transformative Learning(Mezirow, 2009)

Disorienting DilemmaAn experience within which a current understanding is found to be insufficient or incorrect and the learner struggles with the resulting conflict of viewsAdisorienting dilemmais the catalyst for perspective transformation.Dilemmas usually occur when people have experiences that do not fit their expectations or make sense to them and they cannot resolve the situations without some change in their views of the world.

Critical ReflectionCriticos (1993) observed, 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 (p162)There are three ways that a person can reflect on an experienceContent ReflectionProcess ReflectionPremise ReflectionOnly Premise Reflection Will Result in Transformative LearningMerriam, 2004

Premise reflection, or critical reflection on assumptions, can be about assumptions we hold regarding the self (narrative), the cultural systems in which we live (systemic), our workplace (organizational), our ethical decision making (moral-ethical), or feelings and dispositions (therapeutic; Mezirow, 1998). The transformation process, according to Mezirow (1991), always [italics added] involves critical reflection upon the distorted premises sustaining our structure of expectation 8

Rational or Reflective DiscourseSpecialized use of dialogue devoted to searching for a common understanding and assessment of the justification of an interpretation or belief. Assessing reasons advanced by weighing the supporting evidence and arguments and by examining alternative perspectives. Critical assessment of assumptions. It leads toward a clearer understanding by tapping collective experience to arrive at a tentative best judgment.

(Mezirow, 2000, pp. 10-11)

Conditions For Rational DiscourseHaving Complete InformationBeing free from Self-deceptionCapability of evaluation of argumentsThe opportunity to participate in different roles in the discussion

(Merriam, 2004)

Evaluation of TransformationMezirows theory is clear in the method for evaluation of transformative learning. The learners perspectives should be mapped and a comparison of the prior perspective should be measured against the developed meaningDifferences should includeChange in meaning structureGrowth of complexity and openness to new perspectives and actionsThe ability to participate in rational discourseWillingness to accept consensual validation

(Brooks, 2004)

Boyds Definition of TransformationA fundamental change in ones personality involving conjointly the resolution of a personal dilemma and the expansion of consciousness resulting in greater personality integration (Boyd, 1989, p.459)

Three activities for transformative learningListeningRecognizing the need to chooseEmotional crisis

(Brooks, 2004)

Principles of TransformationThere are foundational ideas of transformation that can be applied to individuals, organizations, and societies

These principles demonstrate a commonality between transformational learning and transformational leadership

Understanding of these principles can assist leaders with the process of organizational change(Poutiatine, 2009)

Principles of TransformationTransformation and change are not one in the sameChange is continuous whereas transformation is discontinuousChange is rarely disruptive, transformation is Change is not initiated by the individual, transformation must be chosen

We must be willing to transformA person can not be forced to transformIt must begin as an internal process

Transformation changes the way an individual or organization operatesIt demonstrates a new way of thinking, and a separation from the past

(Poutiatine, 2009)

Principles of TransformationTransformation is IrreversibleEven though an individual can regress, they cannot go back to a state of not knowingThere is no way to unlearn after a transformational shift

Transformation requires letting go of controlQuestion assumptions and world viewNew Uncertainties were previously certain(Poutiatine, 2009)

Principles of TransformationInvolves all aspects of the individuals life(Poutiatine, 2009)

Principles of TransformationSome loss is experienceLetting go of opinions, values, and beliefs

Broadening scope of worldviewExpansion of consciousnessView the world more effectively

Greater sense of identity New Sense of wholeness(Poutiatine, 2009)

ResourcesBrooks, A. K. (2004). Transformational Learning Theory and Implications for Human Resouce Development. Advances in Developing Human Resources 6 (2), 211-225.Merriam, S. B. (2004). The Role of Cognitive Development in Mezirow's Transformational Learning Theory. Adult Education Quarterly 55 (1), 60-68.Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass.Mezirow, J. (1996). Contemporary paradigms of learning. Adult Education Quarterly 46(3), 158-173.