Three common Themes
The three common themes addressed by Jack Mezirow, a leader and educator in transformative learning, were (1)experience, (2) critical reflection, and (3) rational discourse. As a foundation, adults come to training with established experiences as a starting point to consider change. Critical reflection was a theme that is referenced during training through activities that promote, to adults going through training, how heteronormativity is considered a privilege and how the LGBTQIA community does not often have the same opportunities as heterosexuals in social situations, such as expressing love without judgment. Rational Discourse is expressed through roundtable discussion and sharing of new perspectives. This becomes the catalyst for transformation, as it induces the various participants to explore the depth and meaning of their various world-views, and articulate those ideas to their instructor and class mates (Mezirow, 1991).
Transformative Learning is a Holistic Approach
In contrast to Mezirow, Dirkx views transformative learning as an emotional process that involved “soul work” (Merriam & Bierema, 2014), however Dirkx view of transformative learning takes a similar stance to that of Cranton. There are specific instructor characteristics and roles which facilitate transformational learning. Some of those characteristics are:
-Encourage students to reflect on and share their feelings and thoughts amongst each other.
-Be holistically oriented, aware of body, mind, and spirit in the learning process.
-Become transcendent of own beliefs and accepting of other's beliefs.
-Cultivate awareness of alternate ways of learning.
-Help students question reality in ways that promote shifts in their world view (Cranton, 1994).
For students, there appears to be a relatively common theme similar to instructors when it comes to approaching transformative learning and being prepared for it. Specific student characteristics and roles which facilitate transformational learning are:
-Students must be free to determine their own reality, as opposed to social realities defined by others or by cultural institutions.
-Students must be ready for and open to change.
-Those with a wider variety of life experiences, including prior stressful life events, are likely to experience more transformation.***
-Cultivate the ability to transcend past contexts of learning and experience.
-Have sufficient maturity to deal with paradigm shifts and material which differs from their current beliefs.
Conclusion
Transformative learning is an integral part to developing an acceptance of other groups and cultures. It is a not a process that can only be fulfilled by making changes to one's physical environment, but rather is a concept that must also approach the idea of change from an internal perspective. Having the NEED to change is one thing, however having the DESIRE to change is what can lead to succeeding and remaining consistent in your journey of learning. Socrates once stated, "The secret of change is to focus all of your energy, not on fighting the old, but on building the new."
References
Cranton, P. (1994). Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. Jossey-Bass Higher and Adult Education Series. Jossey-Bass, 350 Sansome Street, San Francisco, CA 94104-1310.
Merriam, S. B. and Bierema, L. L. (2014). Adult Learning: Linking Theory and Practice. San Francisco, CA: Jossey-Bass.
Mezirow, J. (1991) Transformative Dimensions of Adult Learning. Jossey-Bass, 350 Sansome Street, San Francisco, CA 94104-1310.
I really appreciated and enjoyed Deondra’s blog on Cranton’s Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. It was not only that I myself am an advocate for diversity and transformative learning (I also hope to go through a Safe Zone training myself to support my counseling work), but also that Cranton’s perspective truly does seem to be holistically oriented and very much reminiscent of Dirkx’s perspective, whom I really resonate with.
ReplyDeleteIn reading this blog, I would agree that it does seem helpful to recognize the distinction between “having the need to change” versus, “having the desire to change.” It seems that having one’s mental, emotional, and spiritual reserves focused towards change is not only more efficient, but profoundly more transformative. Cranton’s view on the characteristics, of instructors and students, that facilitate change are certainly holistic and in many ways quite radical. I say radical because it is a “radical” thing to state for example, “the instructor should be aware of body, mind, and spirit.” These days, it would be profound if instructor’s recognized the importance of including the body in learning, but to also include the spirit seems like only something one would see at a progressive or private school, not a public institution. This is unfortunate because from my perspective, being connected to our spiritual selves opens us up to more possibilities and helps us to connect to something greater than ourselves, and to each other. Connecting to our spiritual self can give us meaning and purpose. May all schools one day recognize the importance of this, regardless of religious belief. I will stop here since we have a module coming up on Body and Spirit. And having prepared that module, these thoughts are fresh on my mind!
Now back to Cranton and her characteristics for change. In viewing the student’s characteristics, many of them make sense. The one that struck me most was “Those with a wider variety of life experiences, including prior stressful life events, are likely to experience more transformation.” What struck me was how this is often very much the case, but rarely explicitly mentioned. As a counseling psychology student, and one who values growth from our challenges and “wounds,” I am acutely aware of how those of us who have had stressful life events such as trauma or a difficult childhood (for instance), we can also be the ones to have more profound transformations later in life. I would say yes to Cranton – thanks Deondra for enlightening me!