The transformative learning theory is a learning process that essentially gives meaning to the adult learning experience (Merriam & Bierema, 2014). It involves a change that occurs in an adult’s perspective of themselves and the world around them. There are three major views of transformative learning. They include the cognitive perspective and the beyond rational views that categorizes transformation as either emotional, cultural-spiritual or planetary and ecological. And, lastly, it can also be viewed from a social change perspective.
Transformational learning takes place in different contexts for the adult learner, individual, classroom and online or the in the workplace.
Transformative Learning: Cognitive Perspective
In his early concept of the transformative learning theory, Mezirow identified a 10 step process for transformative learning to occur. Mezirow’s theory is primarily a cognitive process (rational, critical and reflective). Although he believed that emotions, intuition and context play a role in helping learners to arrive at a transformed perspective, he believes it is only secondary to the cognitive process.
Transformative Learning: Beyond Rational Perspective
In contrast to Mezirow, Dirkx views transformative learning as an emotional process that involved “soul work” (Merriam & Bierema, 2014). Dirkx believes that every learning situationis an emotional process that moves from an unconscious state into the conscious realm.
Yet another beyond rational perspective of transformative learning is planetary and ecological. O’Sullivan believes that transformation occurs as a result of the learner recognizing that he or she is interconnected with the universe, planet and natural environment (Merriam & Bierema, 2014, p. 87). Thus, this type of epiphany leads to a transformed perspective.
Transformative Learning: Social Change Perspective
The goal from this perspective is to challenge and transform overbearing structures in society (Merriam & Bierema, 2014, p.88). The focus for this change comes at the individual level first and then transitions to a more social context. Brazilian educator, Paulo Freire, believes that in order for transformative learning to occur, learners need to become aware of power and oppression in their own lives. Only then can they work toward changing the social structures around them (Merriam & Bierema, 2014, p. 88).
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Personal Reflections
In summary, it is my belief that adult learners transform their perspectives based on a combination of factors. The graphic above is a depiction of all the moving parts that must be present for meaningful transformation to occur. Instructors should provide a variety of contexts for adult learners to work through the process individualistically. Creating such a framework encourages learners to challenge previously held views in order to arrive at new epiphanies, without instructor bias.
References
Merriam, S. B. and Bierema, L. L.
(2014). Adult learning: Linking theory and practice. San Francisco, CA:
Josssey-Bass.
Your belief that adult learners are transformed through a combination of factors truly resonated with me this week. I found an interconnection among the cognitive, beyond rational, and social change transformational learning perspectives and your graphic demonstrated this interconnection well. Transformational learning begins with an adult learner making the decision to continue their educational journey and becomes emotionally engaged in making a change in their life. These students bring a variety of life experiences to the classroom and college environment. Therefore, I believe it is imperative that instructors and the college provide meaningful contexts for the student to find personal relevance and social change. When this framework is created then transformational learning can occur.
ReplyDeleteWhen thinking about what meaningful contexts an instructor or college should provide, I was drawn to a specific group of adult learners who have been studied and perceived as transformational learners. Our chapter refers to the group of women several times. For example, Mezirow's cognitive transformational perspective was based upon the study of women returning to community colleges for workforce training and Dirkz and Charaniya referenced the transformation of women from a beyond rational perspective. Additionally, Mejiuni's analysis of South African female factory workers who were strip searched revealed that such marginalization or abuse could serve as an enabler for social change (Merriam & Beirema, 2014).
What I found as the interconnection among these perspectives and women is Self-Awareness. While is was also mentioned as critical reflection or "soul work", it is the beginning of the transformational process. Many women return to school to better themselves but may bring deep personal experiences that could enable them to be transformed. Unfortunately, for many of these women, their challenging life experiences are viewed as a barrier rather than an opportunity to be transformed. As Dirkz stated, transformation occurs when one becomes "conscious or aware of unconscious content in our lives (2014, p.86). The emotional awareness can engage adult learners such as women to experience transformational learning not just transactional.
I think it is important for instructors in the classroom and the community college to provide support for such groups so that they can not only be successful in transactional learning but also arrive at new epiphanies about themselves. Forsyth Tech Community College provides such a service to women who return to school. The Shugart's Women Center provides counseling and workshops to assist in transforming women. Women can attend classes on domestic violence, self-defense, and empowering women for leadership. This college service helps students become self-aware and guides them toward social change.
References:
Forsyth Tech, (2014). Shugart Women's Center. Retrieved from http://www.forsythtech.edu/services-students/student-resources/shugart-womens-center/
Merriam, S.B. and Bierema, L.L. (2014). Adult learning: Linking theory and practice. San Francisco, CA: Jossey-Bass.
Tammy, at Paul D. Camp Community College in Virginia, we actually offered an orientation course for returning women designed to meet THEIR needs which are definitely different from those of the traditional 18-year old college freshman.
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