Transformational Learning Theory of Adult Education Essay Example

individuals “reinterpret an old experience (or a new one) from a new set of expectations, thus giving n new meaning and perspective to an old experience” (Mezirow, 1991, p. 11). In his initial research, Mezirow discovered that his subjects had gone through a dynamic transformation, or shift in their thinking, leading him to develop a table of phases (below) that he claims “transformations often follow some variation” of (Erickson, 2007 p. 67).This transformation is a learning that Mezirow describes as: “Learning that transforms problematic frames of reference—sets of fixed assumptions and expectations (habits of mind, meaning perspectives, mindsets)—to make them more inclusive, discriminating, open, reflective, and emotionally able to change.

” (2003 p. 58) The table of phases include: 1. A disorienting dilemma (can be triggered by a crisis or major transition, in the case of the women in the study, it was mostly retirement or divorce) 2. A self-examination with feelings of guilt or shame 3.A critical assessment of epistemic, sociocultural, or psychic assumptions 4. Recognition that one’s discontent and the process of transformation are shared and that others have negotiated a similar change 5.

Exploration of options for new roles, relationships, and actions 6. Planning of a course of action 7. Acquisition of knowledge and skills for implementing one’s plans 8. Provisional trying of new roles 9. Building of competence and self-confidence in new roles and relationships 10.

A reintegration into one’s life on the basis of conditions dictated by one’s perspective (Mezirow, 1981 as cited in Erickson, 2007)Following a crisis of some kind, the learner goes through a period of self-reflection and assessment of assumptions that maybe don’t have as much meaning

or importance that they once did. This process, recognized by Moore “agonizing” and “painful” (2005, pgs 203, 208), allows the learner to let go of old ideas and begin the next steps, which are re-forming new ideas. One of the distinctive characteristics of the theory lies in phase 4; discovering that one is not alone, that others have gone through the same thing. This requires dialogue with other learners.Mezirow speaks of critical dialogue as necessary to test “the validity of a transformed frame of reference” (2003 p.

61). In fact Baumgartner cites Taylor as saying “without the expression and recognition of feelings participants will not…begin critical reflection”(2001 p. 18). It has also been suggested that by talking about transformative experiences, learners gain “a more critical and empowered perspective on one’s life” (Rossiter, 2002 p.

4). The ultimate goal of Transformational Learning is to evolve one’s perception to a more desirable and superior perspective.In other words, a wider view, a more inclusive point of view that is more open and free to accept other arguments (Moore, 2005). The construction of deep personal meaning and consciousness raising are the hallmarks of this theory. Implications on instruction While it may seem, on the surface, that to create a transformation in a learner is virtually impossible, given that the dynamic shift in thinking has finally been appreciated as an emotional experience (Moore, 2005), educators and facilitators need to host an atmosphere of free discourse.

Facilitators need to foster the development of the learners’ capacity for recognizing and questioning their own assumptions about their world. This has to be done in an environment of absolute safety, trust, and openness. This openness

must encompass the ideas of the learners open to each other, the learners to the facilitators and their ideas, the facilitators to each other and the facilitators to the learners. We must also include here, the idea that the learners must trust. As Baumgartner says “transformational learning is not an independent act but is an interdependent relationship built on trust (2001).

Not necessarily “direct instruction” in the old grammar school sense, but a Mezirow puts it “Transformative learning addresses…direct intervention” (2003 p. 62) by the facilitator. Though the facilitator has a direct impact on the learner initially, part of the goal of transitional learning is to increase the learner’s ability to loose their dependency on the educator. The learner must be progressively taught how to take responsibility for their learning, utilizing learning resources, planning their learning goals, and evaluating progress (DiBiase, 1998). Effectiveness in learningKelly McGonigal, a professor at Stanford, recently gave a couple of examples of colleagues of hers. One, a biology professor, explained how one of his favorite strategies for teaching environmental biology was to set up the activating event by engaging students with a problem that they do not yet have the understanding to address.

They are then lead through the process of breaking in to teams to hold a balanced debate and then have a post-debate interview. Many students do change their previously held beliefs, but the instructor’s real goal is to teach his students how to tell fact from fiction and find valid arguments (2005).In my own teaching experience I have observed transormations of learners numerous times, and have been using transformational learning theory without knowing it was a formal teaching

strategy. I have been teaching adult learners how to use their computers since the late ninties, after having a transformational experience myself, ironically, in exactly the same way manner of the subjects in Mezirow’s first study. I discovered, accidentally, that I have a talent for computers, and could teach anyone how to use one. My first encounter with this effectiveness was in my early computer classes, when I first started back to college.

I was in a cohort of sorts with other women who, in a daze, were becoming painfully aware that they had to learn how to use this scary thing called a computer. We were lucky enough to have a very good teacher, Ms. Barbara Cress, who could see what was going on and guided us through the process of re-forming our preconceived ideas about it being to hard to master or too fragile to touch, on to an attitude of curiosity and empowerment. Fast forward to the present, and I am in the place of my dear Teacher, guiding my participants through the same painful and scary process.At the DLI, we hire teachers from all over the world to teach languages to young soldiers in an environment that is as authentic as possible. Meaning that the teachers we have are often times from areas of the world that don’t have computers, yet these individuals are expected to be able to write curriculum, make evaluations, corespond with colleagues, and engage in academic discourse all without knowing how to use a computer.

By the time they are referred to me, they are frustrated, angry, and in denial that they need to learn it at all.That

starting point, that raw frustration many times masking feelings of inadequecy, is the event I can use to open them up to the many useful thing one can do on a computer. I provide my students with an atomosphere of wonder, open dialogue, shared experiences, and comraderie. I make it perfectly clear that like the environment in which I learned to use the computer, in the labs where I teach, no one will be ridiculed, no one is better than anyone else, and possiblely most important, there is no way they can break the machine to such a degree that no one can fix it.Baumgartner, Lisa M.

(Spring 2001). An Update on Transformational Learning. New Directions for Adult and Continuing Education. 89.

15-24 Boyd, Robert D. , and Myers, J. Gordon. (October-December 1988). Transformative Education. International Journal of Lifelong Education.

4. 261-284. Di Biase, W. J. (1998).

Mezirow’s theory of transformative learning with implications for science teacher educators. Retrieved Oct 25 from Web site: http://www. ed. psu. edu/Ci/Journals/1998AETS/s2_1_dibiase. rtfErickson, Diane M.

(2007). A Developmental Re-forming of the Phases of Meaning in Transformational Learning. Adult Education Quarterly. 58, 61-80.

McGonigal, Kelly. (Spring 2005). Teaching for Transformation: From Learning Theory to Teaching Strategies. Speaking of Teaching.

Stanford University Center for Teaching and Learning. 14(2) 1-5 Merriam, S. B. (2004). The role of cognitive development in Mezirow’s transformational learning theory.

Adult Education Quarterly. 55. 60-68. Mezirow, Jack. (1978a).

Education for Perspective Transformation: Women’s Re-Entry Programs in Community Colleges. New York: Teacher’s College, Columbia University. Mezirow, Jack. (1981). A Critical Theory of Adult Learning and Education.

Adult Education Quarterly, 32(3). 3-24. Mezirow, Jack. (1991).

Transformative dimensions of adult learning. San

Francisco: Jossey-Bass. Mezirow, J. , & Associates. (2000). Learning as transformation.

San Francisco: Jossey-Bass. Mezirow, Jack (2003). Transformative Learning as Discourse. Journal of Transformative Education. 1, 58-63.Moore, Mitchell J.

(2005). The Transtheoretical Model of the Stages of Change and the Phases of transformative Learning: Comparing Two Theories of Transformations Change. Journal of Transformative Education. 3. 394-415 National-Louis University, (2005, 05 01).

Jack Mezirow. Retrieved October 27, 2008, from National-Louis University Web site: http://www3. nl. edu/academics/cas/ace/resources/JackMezirow.

cfm Rossiter, Marsha. (2002) Narrative and Stories in Adult Teaching Learning. ERIC Clearinghouse on Adult Career and Vocational Education. Columbus, OH.