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Shifting perspectives through critical reflection and growth.
Transformative learning is a concept that refers to the process of deep and profound change in the way a learner thinks, perceives, and understands the world. It involves a shift in fundamental beliefs, perspectives, and assumptions about ourselves, others, and the world. Transformative learning is often associated with adult education, as adults are more likely to bring a wealth of experiences and preconceived notions into the learning process.
Key thinkers in this area:
Jack Mezirow (1923 - 2014)
Paulo Freire (1921-1997)
Key components of transformative learning include:
Disorienting Dilemma: Individuals are confronted with a situation or information that challenges their existing beliefs and assumptions, creating a sense of confusion or disorientation.
Self-Examination: In response to the disorienting dilemma, individuals engage in reflective thinking and self-examination. They question their beliefs, values, and assumptions, considering alternative perspectives.
Critical Reflection: Transformative learning involves a critical reflection on one's own experiences and the exploration of new ideas. This reflection goes beyond surface-level thinking and involves a deeper examination of underlying beliefs.
Development of New Perspectives: Through the process of critical reflection, individuals may develop new ways of thinking and adopt new perspectives that better align with their evolving understanding of the world.
Action and Integration: Transformative learning is not just about cognitive change; it also involves changes in behaviour and action. Individuals integrate their new perspectives into their daily lives, leading to a more coherent and authentic sense of self.
Teaching strategies that are linked to transformative learning
Positive Reinforcement: Praising a learner for completing a piece of work. The positive reinforcement (praise) is likely to increase the likelihood of the learner completing future work.
Foster a supportive and non-judgmental atmosphere where learners feel comfortable expressing their thoughts and challenging their own beliefs.
Encourage diversity of perspectives and experiences within the classroom.
Engage learners in hands-on experiences, simulations, case studies, or real-world projects that challenge their existing beliefs and prompt reflection.
Incorporate reflective exercises, such as journaling, group discussions, or reflective essays, to help learners analyse their assumptions.
Facilitate Socratic Dialogue by using open-ended questions to stimulate deep thinking and discussion rather than direct questions which put learners on the defensive.
Include diverse voices and perspectives in the curriculum, readings, and guest speakers to expose learners to a range of viewpoints.
Provide resources and guidance, but allow learners to take the lead in their learning journey.
Acknowledge and validate the emotional aspects of the transformative learning process.
Create opportunities for students to explore and express their emotions in a supportive environment.
Facilitate Collaborative Learning, fostering a sense of community within the classroom where learners can learn from each other.
Provide constructive feedback that encourages further reflection and growth.
Read more here:
Kruszelnicki, W. (2020). Self-Directedness and the Question of Autonomy: From Counterfeit Education to Critical and Transformative Adult Learning. Studies in Philosophy and Education, 39(2), 187–203. https://doi.org/10.1007/s11217-019-09697-6
Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
Taylor, E. W. (Edward W., & Cranton, Patricia. (2012). The handbook of transformative learning theory, research, and practice (1st ed.). Jossey-Bass.
How does transformative learning theory address the specific needs and challenges faced by learners in further education?
In the context of professional development and lifelong learning, how does transformative learning contribute to the ongoing growth and adaptability of learners?
What barriers might hinder the integration of transformative learning principles into the further education and skills sector?
To what extent does transformative learning theory accommodate the demands of future workplaces?
How can transformative learning in further education be assessed considering the often subjective and personal nature of transformative experiences?
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