Transformative Learning Theory
Transformative Learning Theory
Aim
The aim of this module is to introduce students to the concept of Jack Mezirow’s Transformative Learning Theory and connect its implications for working with adults in community work settings. The students will also discuss application of transformative learning techniques and how this theory can be used to address stereotypes and prejudices.
Comments
Transformative Learning theory can be effectively used to help address and change stereotypes, prejudices, hegemonic norms and points of view. In the previous module, Jane Vella’s concept of creating safety in adult learning environments was discussed. This issue is paramount to the success of transformative learning as it is important that adults feel safe in their environment to be able to articulate and reflect on the stereotypes and prejudices that they or others experience. This module builds on the concepts of the prior module by delving into a further understanding of how adults grow and change through Transformative Learning.
Often in our jobs as community workers, we may find ourselves undertaking the task of either working with a group of people who are trying to change the attitudes, paradigms and behavior of others (for example, working with refugee communities to foster engagement and inclusion in their new neighborhoods, cities and towns), or we may even be working with a group of adults with whom we ourselves are trying to introduce new attitudes, paradigms and behaviors. This can often be a challenging and overwhelming task, but it can be made more manageable if we have a firm understanding of one way in which to help adults transform their paradigms. One well-established theory on how this can be done is Jack Mezirow’s Transformative Learning Theory. Understanding this theory and how it can be applied to the work we do in our daily lives is a critical step in understanding what it means to work with adults and how we can intentionally foster and develop community and social change.
Transformative Learning was developed by Jack Mezirow in 1978 and was based on his observations of his wife Edee and other women returning to higher education as older adults. It articulates a process by which adults can change their worldview from ones that are restrictive and narrow towards paradigms that are inclusive, open, reflective and accepting. In the Transformative Learning Theory, Mezirow outlines a 10-step cycle through which transformation can occur.
Throughout each of these ten steps, critical reflection (both of our own attitudes and beliefs and those of others), informed discourse and deliberate action are difficult but mandatory elements to creating true transformative learning. Each of these steps is further examined and outlined in the reading for this module as well as in this introductory video:
Often, the first step can be the most difficult, but a “disorienting dilemma” can be almost anything. Adults can experience this catalyst by having a new neighbour move in next door; by walking into a different grocery store or market; or by encountering different people, customs and ways of life. As long as the adult has identified that they have experienced this catalyst, the transformative learning cycle can begin. What are the different ways in which you can initiate a "disorienting dilemma" or catalyst in your work with adults?
In this creative, introspective video, Laurence Robert Cohen articulates his personal experience with transformative learning and gives a good example of how this theory can be used and applied in real life circumstance.
Figuring out how to directly apply Transformative Learning Theory to our work as community workers can be tricky. In this module’s forum, practice applying various techniques with each stage of the Transformative Learning cycle and critically reflect on your own experiences with transformative learning. There are prompts written in this module’s forum to initiate your thinking on these matters. Below you can find two study materials that will be helpful to supplement your learning of Transformative Learning theory along with a few extra resources you can look into for further exploration of this module’s topic.
Study Materials 1. Jack Mezirow (2009). An overview on transformative learning. Contemporary Theories of Learning: Learning Theorists in their Own Words (pg. 90-105).
Jack Mezirow explains in depth and in his own words the Transformative Learning Theory and the various components it entails. This is both a good introduction as well as an examination of specific details involved in Transformative Learning.
2. Deborah Duveskog; Esbern Friis-Hansen; Edward W. Taylor (2011). Farmer Field Schools in Rural Kenya: A Transformative Learning Experience. Journal of Development Studies 47(10). pg. 1529-1544.
This is a case study example of Transformative Learning in practice and can be read to get inspiration on applying Mezirow's theory to real-life circumstances.
Extras 1. Jack Mezirow (1978). Perspective Transformation. Adult Education 28(2). pg. 100-10.
This is the article where Jack Mezirow first articulated his Transformative Learning Theory.
2. Taylor, E. W., Cranton, P. (2012). The Handbook of Transformative Learning: Theory, Research and Practice. Jossey Bass While not available for free online, this book can be checked out at many libraries and can be purchased as an e-book. It lends good detail and applications to the theory of Transformative learning.
Weekly Assignment
As per your experience and learning this week, please post your thoughts on the forum considering the following tasks:
1. Identify an example of a stereotype or a problem in your community or a real-life experience, and critically reflect on it based on the Mezirow's ten phases of transformative learning. Thinking of your example can you think of a time when you have experienced or observed transformative learning in this context?
2. Brainstorm teaching techniques (examples listed below) as an option in each phases of Transformative learning. Which phase of Transformative Learning Theory could each example be applied to and how? Can you suggest any other technique that goes along each phase?
Sharing Life Experiences, Storytelling, Recalling Myths
Empathy, Individual and/or group reflection, Personal Feelings on Family and Social History
Analysis of experiences, critical viewpoints
Group Discussion, Narrative Interviews, Shared similar experiences
Brainstorming new ideas, collaborative learning, problem based activities
Debate or Discuss on Moral/Ethical Dilemmas, Clarify and take action
Workshops, Courses
Role Play
Group Work, Team Work
Demonstration of new skills, take new responsibilities
