Transformative Learning: What's the Theory? / ITech content

Contents:

• Who invented transformative learning
• What transformative learning transforms
• Ten stages of transformative learning
• Instrumental and communicative learning: why adults should learn together
• Four ways of learning: how to overcome prejudices
• Facilitator and peer: the role of the teacher in transformative learning
• Where and how to apply transformative learning
• Revolutionary theory or a beautiful metaphor: the development and criticism of the doctrine Mezirova

In this article, you will get information about…

• what is a worldview, point of view and thinking habits and why it is not so easy to change them;
• how transformative learning works and why adults need to learn together;
• what helps to overcome Prejudices;
• Why it is useful for a teacher to be a provocateur, not a sage;
• Where is transformative learning used;
• Why do scientists criticize this approach?

Who invented transformative learning?

Transformative learning is one of the popular theories of adult learning in the West. The author of this concept is the American sociologist Jack Mezirow. This approach emphasizes that learning is not simply a process of accumulating knowledge and skills, but a consistent change in a personal frame of reference, or worldview. Transformative learning fosters a deeper understanding of oneself and the world around them, enabling people not only to adapt to change but also to actively influence their lives and the surrounding reality. According to Mezirow's article "Transformative Learning: From Theory to Practice," adult learning goals can be specific, short-term, and practical, such as obtaining a driver's license or getting a promotion. However, the long-term goal of such learning is the development of independent thinking. Teachers working with adults should not only facilitate the achievement of short-term goals but also foster the development of critical thinking and independence in the learning process. This approach helps adults not only with their current tasks but also in the long term, improving their quality of life and professional skills. Transformative learning is not a one-size-fits-all solution and is not suitable for all educational topics. It is especially effective in areas where students' attitudes, beliefs, and stereotypes need to be changed. For example, this approach is actively used to combat racial prejudice and promote a more open and inclusive worldview.

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What transformative learning transforms

To understand how the concept of transformative learning functions, it is necessary to clarify what exactly Mezirow defines as the object of these transformations.

The experience that adults accumulate is a holistic system consisting of concepts, associations, values, emotions, and habitual reactions to certain events. This system, possessing internal logic, shapes our worldview and determines our view of the world around us.

This frame of reference serves as a filter for all experiences we have. It influences our expectations, perceptions, and emotions, as well as our behavior. Mezirow calls ideas that contradict our preconceptions disorienting dilemmas. When first encountering such ideas, a person may experience confusion or rejection. Instead of trying to understand them, we tend to label them inappropriate, strange, or wrong. Understanding these disorienting dilemmas is important for expanding our view of the world and improving our ability to think critically.

According to Mezirow, a worldview can be divided into several key components. The most fundamental of these is the system of views, beliefs, and values ​​that shape our understanding of the world. A worldview includes both individual and collective aspects, reflecting cultural, social, and historical contexts. It influences our perception of reality, behavior, and decision-making. It is important to note that worldview is not static; it develops and changes under the influence of new knowledge, experience, and the environment. Thus, understanding the structure of worldview helps us gain a deeper understanding of how we perceive and interact with the world.

• Habits of mind;
• Points of view.

Habits of mind are a broad and abstract concept. They are ways of thinking, emotional perception, and behavior shaped by various factors, such as upbringing and education. These habits are manifested through specific points of view, including beliefs, value judgments, stereotypes, and emotional reactions that influence the interpretation of facts and events. Understanding your thinking habits can help develop critical thinking and improve decision-making.

Ethnocentrism, as a thinking habit, refers to the tendency to evaluate and interpret events through the lens of one's ethnic group. Mezirow emphasizes that this perspective can manifest itself in statements, for example, that criminal behavior is linked to skin color. This habit limits perception and leads to stereotypes, which can negatively impact intercultural relations and social justice. Ethnocentrism is an important topic for discussion, as understanding and overcoming such biased views can contribute to a more harmonious coexistence between different cultures.

Thinking habits are more resilient than our views, but both can change. We are capable of changing our perspective when reality does not match our expectations. To resolve the contradiction, we can adopt a new, different point of view. This opens up opportunities for personal growth and broadening our horizons, allowing us to adapt to new conditions and improve the quality of our decisions.

Adopting someone else's thinking habits is not easy, and changing a worldview shaped by the cultural environment and upbringing is even more difficult. However, transformative learning is aimed at changing worldviews and personal value systems. This process takes time and must occur gradually to ensure deep understanding and lasting changes in thinking. Transformative learning helps people adapt to new conditions and views, which promotes personal growth and development.

Ten Stages of Transformative Learning

The term "transformation" was first introduced by Jack Mezirow in his 1978 monograph "Education for Transformative Transformation." In this study, the researcher and his team sought to identify factors that facilitate or hinder American women's return to education or professional work after a long break. The results showed that women facing life crises, known as disorienting dilemmas, experience significant personal changes during their education. This finding highlights the importance of understanding transformative processes in education and their impact on women's lives. Disorienting dilemmas are divided into two types: external and internal. External dilemmas include events such as the death of a spouse, divorce, job loss, and relocation. Internal dilemmas are associated with feelings of dissatisfaction, such as a sense that life goals have not been achieved or dissatisfaction with one's role as a homemaker. Each of these events forces women to reconsider their views on life and question their role. Such dilemmas become the starting point for transformation. Mezirow identified the key stages of this process, which laid the foundation for transformative learning theory. Transformative learning helps people not only recognize their internal conflicts but also successfully overcome them, which promotes personal growth and a change in life perspective.

The Finnish educational company Valamis presented its comments on the stages of transformative learning in an extensive guide. These ideas can be supplemented by explanations from Sam Brinson, author of Connecting the Dots, who shares methods for effective learning. By combining these approaches, it is possible to identify key aspects that contribute to improving the learning process and increasing its effectiveness. Disorienting Dilemma. A person is confronted with information that does not align with their experience and challenges their worldview. This is where transformative learning begins. Self-Analysis. A person examines their own beliefs and knowledge to understand how they relate to the disorienting dilemma. If a person realizes that their view of the problem is not the only possible one, transformative learning continues. Critical Evaluation of One's Preconceptions. A person objectively reconsiders their old beliefs and knowledge in light of new information. “By critically examining them and doing our best to get rid of preconceived notions, we must highlight those that do not hold up to scrutiny,” adds Sam Brinson.

Instrumental and Communicative Learning: Why Adults Should Learn Together

In the article “The Evolution of Jack Mezirow’s Theory of Transformative Learning,” educational researcher Andrew Kitchenham of the University of Northern British Columbia describes how Jack Mezirow repeatedly updated his theory, emphasizing its different aspects. In his 1991 book, Transformative Aspects of Adult Learning, Mezirow identifies three key forms of learning, which underscores his commitment to a deep understanding of learning processes and their impact on adults. These forms of learning play an important role in the development of educational practices and are suitable for application in various contexts, which confirms the relevance of his theory in modern educational discourse.

• instrumental (how to do something);
• communicative (how to understand what others mean);
• self-reflective (how to understand yourself).

The scientist focuses on the first and second types of learning. He explains that instrumental and communicative learning are based on different logical approaches. Instrumental learning focuses on the acquisition of specific skills and knowledge, while communicative learning involves developing the ability to interact and exchange information. These two types of learning play an important role in the educational process, contributing to the comprehensive development of students.

Hypotheses play a central role in the problem solving process. When a certain problem arises, we formulate various options for action and try to predict their consequences. Based on the most reasonable hypothesis, we make decisions and implement actions. After completing the steps, it is important to analyze the experience gained and evaluate the plausibility of the initial hypothesis. This cycle of exploration and analysis allows us to improve our approaches to problem solving and increase the effectiveness of our decisions.

Metaphors are at the center of this approach. We evaluate the credibility of both our own and others' statements, striving to reach consensus through dialogue. This is an ongoing process in which each new judgment can be challenged by new facts and arguments, as well as replaced by new thinking paradigms. This approach promotes deepening understanding and the development of critical thinking, allowing us to adapt to change and find more accurate solutions.

There is a belief that all people are inherently equal in their rights. Even if you do not share this point of view, it is impossible to verify its truth empirically, as is done in instrumental learning. Mezirow explains: "We engage in discourse to evaluate the credibility of information. An alternative is to turn to authority or tradition to make a judgment for us. Discourse in this context is a dialogue whose purpose is to evaluate the arguments presented in support of different interpretations through a critical analysis of evidence, arguments, and alternative points of view. This approach allows for deeper discussion and a better understanding of complex social issues, including equal rights.

The more different interpretations of a belief that participants in a discourse present, the higher the likelihood of finding the most robust solution or synthesis of different points of view. This process promotes shared learning, analysis of relevant experiences, and the formation of a shared understanding of the problem. We will build on the reached conclusions until new facts or arguments emerge, as Mezirow notes.

The transformation of worldview occurs through critical reflection on our ideas on which interpretations, beliefs, thinking habits, and points of view are based. Critical reflection allows for a deeper analysis and rethinking of existing beliefs, which contributes to the development of more flexible and open-minded thinking. This is important in both instrumental learning and communicative learning. Both approaches foster a deeper understanding of the world around us and strengthen critical analysis skills, which in turn contributes to personal growth and a better quality of life.

Four Paths of Learning: How to Overcome Prejudice

Mezirow identifies four key learning processes that play a significant role in the educational process. These processes include awareness, reflection, transformation, and action. Awareness helps learners identify their knowledge and skills, while reflection allows them to analyze and evaluate their experiences. Transformation focuses on changing thinking and perceptions, while action facilitates the application of new knowledge in practice. Understanding and using these processes can significantly enhance learning and promote deep learning.

• The first process, to return to the ethnocentrism example, would focus on developing an existing point of view. In this case, we will look for new evidence that confirms our chauvinistic prejudices towards a particular group of people.
• The second process is to add another negative point of view to this negative point of view. For example, we choose a new group in which we will deliberately look for flaws, following the general tendency towards ethnocentrism.
• The third process is to change our current point of view. If a person has had a positive experience with the culture of one specific group towards which they previously had a prejudiced attitude, this can lead to a more tolerant attitude towards it. If such an experience is repeated with a large number of different ethnic groups, it will eventually transform the thinking habit as a whole, that is, the person will get rid of chauvinistic thinking.
• Finally, the fourth process is the transformation of the thinking habit through critical reflection. In our example, this means that the person begins to think about the very nature of prejudiced attitudes towards ethnic groups different from their own. Such changes happen much less frequently and with greater difficulty, says Mezirow, because we cannot change the way we learn until what we learn fits comfortably into our worldview.

Facilitator and Peer: The Role of the Teacher in Transformative Learning

The teacher's task in transformative learning is to help students develop awareness and critical thinking about their ideas about the world, says Mezirow. The teacher must help students recognize both their own and others' thought patterns (frames of reference), and teach them to analyze the same problem from different perspectives. In addition, the teacher must create conditions for students' active participation in discourse, which contributes to the deepening of their understanding and broadening of their horizons. This approach ensures not only the development of critical thinking, but also the formation of communication skills, which is an important aspect of modern education.

To achieve effective learning, it is necessary to create conditions that will allow students to reach their maximum potential. This includes creating a comfortable learning environment, providing access to modern educational resources, and actively engaging students in the learning process. It's also important to consider each student's individual needs and interests, which will increase motivation and engagement in learning. Creating an environment for collaboration and the exchange of ideas among students promotes the development of critical thinking and teamwork skills. Furthermore, regular feedback from teachers will help students track their progress and adjust their efforts. Thus, creating optimal conditions for learning is a key factor in achieving high results and successful mastery of the educational material.

• have the most complete information about the topic of conversation;
• will not be subject to coercion;
• are equal in the opportunity to choose different roles in this discussion: they can, if they want, defend their beliefs, question the beliefs of others, defend themselves, explain themselves, evaluate evidence and arguments;
• are critical of their own and others' ideas about the world;
• show empathy and openness to other points of view;
• are ready to listen to others and look for a point of view that will be close to all participants, or strive for a synthesis of different points of view;
• are able to make preliminary optimal judgments that will serve as a guide to specific action.

Mezirow argues that ideal discourse conditions are key to successful adult learning and education in general. Properly organized discussions promote more effective information retrieval and the development of critical thinking. It is important to create an environment where participants can freely express their thoughts and share experiences. This, in turn, stimulates active participation and a deep understanding of the material being studied. According to the sociologist, new information is an important resource for adult learning, not its end goal. For new information to become meaningful to a student, it must be integrated into their existing frame of reference. The teacher plays a key role in this process, helping the student adapt their frame of reference, which facilitates the assimilation of new information. Thus, successful adult learning requires both current knowledge and the ability to meaningfully connect it to existing experience. According to Mezirow, students are at the center of transformative learning, and group work is a key methodology. Lessons should be based on students' life experiences and encourage their engagement in group discussions. This approach helps develop critical thinking and improves interaction between students, creating a more effective educational environment. Using materials that reflect real-life situations fosters student interest and motivation, which in turn leads to deeper learning.

Group activities can include a variety of activities, such as team games, training sessions, joint projects, and cultural events. These activities help strengthen team spirit, develop communication skills, and improve overall group effectiveness. Participation in group activities helps create a positive atmosphere, improve mutual understanding, and foster interaction among participants. Such activities not only help develop professional skills but also enrich personal experiences, which ultimately leads to higher productivity and job satisfaction.

• collective projects;
• role-playing games;
• case studies or life stories;
• concept mapping;
• repertory grid method.

Student-centered learning is a methodology aimed at actively involving students in the learning process. Unlike the traditional approach, which emphasizes the teacher and their knowledge, student-centered learning focuses on the needs and interests of students. This approach promotes the development of critical thinking, independence, and practical skills, which in turn increases motivation and the effectiveness of learning. It is important to understand that student-centered learning requires teachers to be flexible and able to adapt the learning process to the individual needs of each student.

The implementation of this methodology allows for the creation of a more dynamic and interactive learning environment, where students can actively participate in discussions, work in groups, and explore topics of interest to them. This approach not only promotes better learning but also develops the skills students need to succeed in life and work in the modern world.

The study of student-centered learning opens new horizons for teachers and students, enabling them to build more effective and productive relationships in the educational process.

These methods promote the development of critical thinking in students and active participation in discussions. They help them understand the structure of their own beliefs and offer alternative views on the topics under discussion. This approach not only deepens understanding of the subject matter but also develops analytical and argumentative skills.

Students should actively learn from each other and provide assistance in solving problems. The role of the teacher is to be a facilitator or provocateur, not an all-knowing authority. Optimally, the teacher should become a fellow learner, gradually transferring leadership to a group of students. This approach emphasizes the importance of shared learning and collaboration in the educational process.

According to sociologists, transformative learning is not simply a supplement to the educational process, but its foundation. The main goal of such learning is to develop independent thinking in adults. To achieve this goal, it is important to teach them to formulate and critically discuss their values, beliefs, and goals. This helps avoid blindly following other people's ideas and helps them make informed decisions based on their personal beliefs and goals. Transformative learning promotes a deeper understanding of oneself and the world around them, which in turn leads to more effective and conscious learning.

Mezirow identifies three key conditions that contribute to the development of independent thinking. These conditions play an important role in shaping a critical approach to learning and help people make informed decisions. The first condition is associated with creating a safe and supportive environment where everyone can freely express their thoughts and ideas. The second condition concerns active participation in the learning process, which allows for deepening understanding and developing analytical skills. The third condition is the need for reflection, which helps to meaningfully evaluate the knowledge and experience gained. Compliance with these conditions contributes not only to the development of independent thinking, but also to improving the quality of education as a whole.

• Critical thinking.
• Ability to recognize thought patterns.
• Willingness to participate in discourse.

Where and how to apply transformative learning

Jack Mezirow's theory is widely used in corporate training, as noted by experts from the educational company Valamis. It can be used to improve the learning process of employees and increase their engagement. For example, the principles of the theory can help in the creation of adaptive training programs that take into account the individual needs and preferences of employees. They also contribute to the formation of effective group interactions, which in turn improves teamwork and collaboration. In addition, the application of Mezirow's theory can improve the quality of feedback between trainers and training participants, which is a key element in the successful acquisition of new knowledge and skills.

• Observing specialists at work. Job shadowing is a tactic in which an employee observes a colleague in the position they wish to occupy and adopts their experience. This allows the student to test their ideas about the desired position in practice.
• Solving hypothetical problems. Another example of transformative learning is critically discussing problematic situations and finding solutions to them—as if the problems were real.
• Collaborating with other departments. Such interaction will help you look at the problems the company faces from the perspective of employees from different departments.

Develop cross-discipline to improve the efficiency and innovation of your business. Cross-discipline allows you to combine knowledge from different fields, which contributes to the generation of new ideas and solutions. To successfully implement a cross-disciplinary approach, it's important to create conditions for interaction between specialists with diverse backgrounds and perspectives. This can include joint projects, workshops, and training sessions that help teams share experiences and find innovative solutions. Invest in developing cross-disciplinary skills to ensure sustainable growth and competitiveness for your company.

Revolutionary Theory or a Beautiful Metaphor: The Development and Critique of Mezirow's Theory

Mezirow's theory is actively discussed in the scientific community. In 1993, Carolyn Clark, a researcher in adult education at Texas A&M University, proposed three key areas of research in the literature on transformative learning. These areas provide a deeper understanding of the mechanisms by which learners change their perceptions and awareness. Research in this area emphasizes the importance of the context in which learning occurs, as well as the significance of personal experience and critical reflection. This approach promotes more effective acquisition of knowledge and development of skills necessary for adaptation to modern challenges.

• Mezirow's theory, which she designated as the theory of prospective transformation;
• critical pedagogy of the Brazilian teacher and educational theorist Paulo Freire, in whose works Mezirow drew inspiration;
• the work of Laurent Daloz on the transformation of adults in the process of formal education.

In 1998, John Dirks, a researcher of continuing education from Michigan State University, expanded the existing classification by introducing a fourth direction - the transformation of adults as individuation, based on the concepts of Carl Jung. This direction emphasizes deep personal changes and internal development, which is an important aspect in the educational processes for adults. Individuation involves not only acquiring new knowledge but also conscious personal development, which facilitates more effective learning and self-improvement.

Mezirow repeatedly revised his theory, including its terminology. Early in his work, he used the term "meaning perspective" instead of "frame of reference." The sociologist interpreted a meaning perspective as a set of meaning schemes, each of which includes a set of concepts, judgments, and feelings. Mezirow believed that people interpret various phenomena and events through the prism of these meaning schemes. This approach emphasizes the importance of individual perception and context in understanding reality.

The revision of his theory was prompted, in part, by the criticism it received. These criticisms have prompted the need to update and refine the basic tenets of the theory, which is essential for its further development and application.

In 1997, Edward Taylor of Antioch University in Seattle conducted a critical analysis of Mezirow's theory, exploring the possibility of empirical data that could confirm or refute its propositions. While Taylor found some evidence, he also pointed out flaws in the theory. In particular, he addressed the question of why certain disorienting dilemmas initiate the process of personal transformation, while others do not. Taylor was interested in the factors that facilitate this process, as well as those that can hinder it. He also examined the effects of transformative learning and changes in worldview. Many of these questions have not yet been answered definitively, highlighting the need for further research in this area.

In 2012, Australian researcher Michael Newman questioned the concept of transformative learning as a distinct type of learning. Newman's criticism concerned not only the theory itself, but also the terminology proposed by Mezirow. Chiara Biasin, a professor at the University of Padua, notes in her article that Newman proposed replacing the adjective "transformative" with "good," as this better reflects the actual results of learning models focused on self-analysis, reflection, and openness in adult learners. Thus, according to Biasin, transformative learning can be interpreted not as a strictly defined theory, but as a construct that explains an emerging educational phenomenon in the form of changes occurring during the learning process. In 2013, Australian scholars Peter Howe and Richard Bagnall refuted the status of transformative learning as a full-fledged theory. They argue that the concept is merely an attractive metaphor. The researchers emphasize the ambiguity of the term "transformative" and cite the opinion of Stephen Brookfield, who notes that this word is often applied to all changes occurring in students, regardless of their significance. Thus, criticism of the transformative learning concept raises important questions about its actual effectiveness and applicability in educational practice.

Australian researchers note that confirming or disproving the validity of transformative learning theory is difficult. Citing Edward Taylor, they emphasize the lack of research that would convincingly demonstrate the impact of transformative learning on educational outcomes. Furthermore, the authors point out the difficulties in quantifying this theory, which makes it difficult to compare the results of different studies regarding its effectiveness. Further research is needed to more accurately assess the actual impact of transformative learning on educational processes and student outcomes.

In their 2017 article, educational researchers from South Korea note that Mezirow's theory has significant explanatory power. It allows for a deeper understanding of the processes associated with adult learning, as well as the mechanisms of personal change. The theory offers a clear starting point for analyzing human learning, defining a disorienting dilemma and defining the end result of this process—action.

Researchers note that Mezirow's theory is often misinterpreted, particularly in Korea. This is because the perception of this teaching is shaped by local cultural traditions, particularly the Confucian approach to education. Zhao Yun Wang, a researcher at the University of Toronto, explains that Confucius's ethical and philosophical teachings, which spread to China, Korea, Japan, and Vietnam, have had a significant influence on educational practices. Confucius's foundations of learning include diligence and humility, while Mezirow's theory assumes equality between teacher and student. This distinction highlights the importance of understanding the context when studying and applying Mezirow's theory, which can contribute to more effective learning in contemporary educational systems.

In his review of the evolution of transformative learning, Andrew Kitchenham notes that Mezirow's theory, like many other significant theories, has been criticized, tested, and revised. This passion for the topic has led to the organization of seven international conferences, as well as the publication of dozens of books and hundreds of research articles, including 150 doctoral dissertations. Kitchenham emphasizes that transformative learning theory has undergone significant changes and has been supplemented with new concepts through debate and research, which will undoubtedly continue to influence adult learning practice across various fields of study.

The debate surrounding transformative learning continues to generate interest in the academic community. Nevertheless, Mezirow's ideas are actively applied and developed in practice around the world. The use of these concepts not only improves educational processes, but also develops critical thinking in students, which is becoming especially important in the modern world.

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