LITERATURE REVIEW

Name	Commented On
Tony Freeman	Group [#]: [Topic] - [Name]

Transformational Learning

Defining Transformational Learning

   

    My group was assigned the topic of transformational learning and for me this may be a bit more of an interesting concept because I have previously written a paper over this topic and while completing this paper I was very interested to see if my thoughts, opinions and knowledge changed about the subject. The formal definition of Transformational Learning is “Transformational learning is the process of deep, constructive, and meaningful learning that goes beyond simple knowledge acquisition and supports critical ways in which learners consciously make meaning of their lives.” In more simple terms Jack Mezirow created this theory to encourage independent learning (Merriam, 2004, p. 61). Mezirow believed that development through personal experiences was one of the biggest factors in succeeding in transformational learning. For example, say you are studying a subject in college such as marketing or business of some sort and you have read books, completed tests, attended lectures and much more but when you go to do an internship, you end up learning so much more about that field that no book or lecture could have taught you. This happened to me while I completed my internship my senior year of college. I always wanted to be an NFL agent. I watched shows about it, agent interviews, read articles and the whole 9 yards and while I was in Florida for the internship, I learned about so many other variables that have to do with the business all because for those two months I was actually in the business and saw things for myself. Ball State’s sports administration program does a great job of promoting transformational learning, they call it immersive learning and honestly it was a big contributing factor to me being actively engaged in the program and retaining more information than I ever have.  However, while Mezirow had his own beliefs about what transformational learning is, there were several other educators who had their own share of believes either adding on to Mezirow’s beliefs or forming a totally different opinion. 

Transformational Learning: Critical Consciousness(Paulo Friere) 

    A Brazilian educator by the name of Paulo Friere, constructed his own beliefs about transformational learning and focused it on critical consciousness. Friere adopted this theory to persuade the masses to think and act outside of oppressive norms and to analyze and ask questions when taking action in a social, political, cultural, and economic context (Rennick, 2015). In short, Friere wanted to liberate individuals so they can garner a sense of freedom. Friere, a lot like Mezirow, wanted individuals to go out into the world and learn from their experiences, go outside of their comfort zone or normality. He didn’t want individual’s to get stuck in their box and wanted everyone to not only have a voice about whatever particular topic of interest but to also learn from the voices of others. Not to encourage a change in an individual’s perspective but simply to be able to come to a calm and justiable agreement or disagreement among like minded individuals. 

In addition to Friere’s theory of critical consciousness, Alexis Jemal developed a theory called “Transformative Potential.” Transformative Potential suggests that one cannot truly understand the severity of the problem, without taking some form of action addressing the problem. To me, Jemal’s approach is just a little more of an aggressive form of Friere’s approach. However, even though the two approaches are pretty much the same, there is one thing that differentiates the two and that is the two dimensions of Transformative Potential and the three levels each dimension possess. The three levels of hierarchy for Transformative Action are destructive, avoidant and critical action. During the destructive action level,  people take action that perpetuates inequity, whether intentionally or unintentionally. This level focuses on the action taken and the consequences of the action rather than the person’s state of mind. For “avoidant action,” people do not attempt to address inequity; they ignore it. These are the passive aggressive individuals that internally feel some sort of passion over and issue but instead keep their thoughts to themselves mainly because they believe their opinion wouldn’t hold any weight or mean much of anything. THese individuals haven’t come to terms with the fact that while we can’t always change the world by voicing our passion/opinions but you’ll never know until you do. The critical action level is the highest level of TA, in which individuals respond deliberately and purposely to inequity underlying individual and/or social problems. Critical action includes: collecting data about the underlying inequity; breaking the silence surrounding the inequity that facilitates collusion, complicity, and compliance with inequity; reflecting on ways in which one participates in the perpetuation of inequity; and action that directly addresses the inequity. Although there isn’t much about the three levels of JC, it is still important to know the levels are denial, blame and critical consciousness. 

Transformational Learning: Robert Boyd’s Theory of Individualism

    Robert Boyd came up with his own theory of transformational learning but unlike Mezirow basing his off of development, Boyd based his theory off of individuation. Transformational learning to Boyd is defined as “a fundamental change in one’s personality involving conjointly the resolution of personal dilemma and the expansion of consciousness resulting in greater personality integration.” Boyd proposes that one should come to terms with their first half of their life and have a meaningful integration with the second half. Unlike Mezirow who proposed that we learn from our others and their comparable cultural experiences, Boyd encouraged individuals to look within themselves and reflect on their own experiences. 

    Any theory that involves an individual to dive into a lot of self reflection, should be a style that education professionals incorporate in their teachings. While some of our most teachable experiences can stem from other’s cultures and experiences, it’s always important to self-reflect because two people can go through the same experiences and have different outcomes. Self reflections from a psychological and mental standpoint allows people to look back and see certain trends in their life that wasn’t good and certain trends that were and you can correct them accordingly to make sure the bad trends don’t happen again. If you try to solely base your learning through others, you’ll never have anything to actually learn from. You’d essentially be living vicariously through someone else which doesn’t help you in the long run because you yourself didn’t experience that happiness or trauma or excitement and etc. For example, I currently am serving in downtown Chicago and last week I had a table full of early to mid 30’s old college friends that were heading to the Notre Dame game the next day. The table was everything but dull however, one of my fellow employees who happens to be gay gave me the table because he thought their vibe and masculinty was toxic and he just never put himself around that type of group of people. I on the other hand who also happens to be gay, went to Ball State and was in a fraternity, so I had been around some of the wildest people there are so I knew how to handle it better. Turns out the table was an awesome table and tipped me rather large and a lot of it had to do with me being able to match the type of energy they were giving out. The point I’m trying to make is, if I had listened to my coworker based off of his past experiences with guys that radiate “toxic masculinity” and not have reflected back on my life and who I used to and still do hang out with, I would have missed out on a great table and a great tip. This is why it is always important for you to first and foremost learn from yourself, before you learn from others. 

Application

    When it comes to transformational learning, there are many different ways that an educator could incorporate this theory into their everyday class. Collaborative work is probably one of the most effective ways and in particular, collaborative work using technology. These kinds of collaborative programs are such as Google Docs, Wikis, Blogs, etc. Google Docs is probably one of the most easily accessible program when it comes to document sharing. The thing I love about Google Docs as opposed to some other wikis, is that you can see what each member of your group is doing in real time and it even identifies who's doing what. With classes being online and people in your group being from all over the country, there is never a time that I won't suggest to my group members that we start a Google Docs sharing. Not only are Wikis great for collaborating in the classroom, but I also feel they would be great for a business setting as well. If it's something that needs to be done or discussed with urgency and between multiple people, emails shouldn't be the way to go. For example, if you are in a group for school or if you're the boss of a company and you want to have a brainstorming session or you have a topic you want to discuss that requires more than a yes or no answer, you could just schedule a time to go on google docs and lay everything out on the table. The part that educators have to work on doing is allowing the students to have freedom to utilize different types of collaborative efforts. Students should be conditioned to know that there are many ways for you to express your knowledge. What one piece of technology that a group may get out of one piece of technology, another group may find in another piece of technology. 

    Another way educators could utilize transformational learning is through Boyd’s theory of individualism. Doing things like journals or reflection discussions, are great ideas to engage in this kind of learning. When it comes to the classroom, I think it should be mandatory for all courses to have a beginning, middle and end reflection of a course. In the very beginning of the course, discuss what you know already, what you are wanting to learn, and how you are going to go about learning it. Next, you should do a reflection midway through the course. This time you’ll go over what you have learned so far and if it has differentiated from what you thought you were going to learn. Lastly, at the end of the course you should do a reflection that discusses any change in your thoughts about the subject, what you liked and disliked, and how you would apply that course to help you in future courses or in life in general. 

Reflection

• Highlight: I found doing this paper particularly interesting because it challenged me to dig even deeper into the conversation about transformational learning. I previously did a paper about transformational learning and it is very hard sometimes when you do a paper about a subject a second time, that you are able to just jump in and take the paper in a totally different direction that what it was in before. I was still able to share some of my life experiences with some of these topics, which to me is one of the best things you can do when doing a paper and teaching in general. I am currently  taking my last couple of classes before I can take my real estate exam and the instructor that I have is one of the most insightful instructors I’ve had to date for any class. Not only because she knows her stuff but also because she’s been in the business so long, she has stories to tell for just about any topic discussed and it helps me retain the information so well. 
• Process: The way I completed this paper was I first analyzed my old paper to make sure I wasn’t copying the same exact paper that I previously did. Of course I was going to incorporate some of the same points that I made in my original paper but I then went on to use the BSU library and Google search engine to find more supporting material about the subject. I also thought back to previous discussions in this class and in past classes that helped me support my main points for this paper. I will say that it was definitely a challenge to create a completely different paper as opposed to the one I did before but I believe I did a pretty good job broadening my horizons on this topic. 

Main Themes	Implications
Jack Mezirow’s Theory of Transformational Learning	Discuss topics as a group, group projects, and checking out other cultures outside of your own, collaborative learning through different technological avenues.
Paulo Friere: Critical Consciousness	This theory prompts individuals to think freely and use their voice. It encourages students to think outside of the box to avoid being in an oppressive state of mind.
Robert Boyd’s Theory of Individuation	This involves a lot of self reflection on your own experiences. Journal entries before, during and at the end of a course and one on one discussions are the best way to practice this.

References

1. Transformative Learning Theory (Mezirow). (2017, September 30). Retrieved September 28, 2018, from https://www.learning-theories.com/transformative-learning-theory-mezirow.html
2. Jumonville, A. (2012). Encyclopedia of the Sciences of Learning2012336Norbert M. Seel. Encyclopedia of the Sciences of Learning. New York, NY: Springer 2012. , ISBN: 978 1 4419 1428 6 £2,250 $3,400 URL: www.springer.com/education & language/learning & instruction/book/978‐1‐4419‐1427‐9 Last visited April 2012 Also available in print as a 7 vol. set (ISBN 978 1 4419 1427 9 £2,250 $3,400) or as a print and online bundle (ISBN 978 1 4419 5503 6 £2,812.50 $4,250). Reference Reviews, 26(8), 23–24. doi: 10.1108/09504121211278133
3. Jemal, A. (2019, July 18). Transformative Action: A Theoretical Framework for Breaking New Ground. Retrieved from http://www.ejournalofpublicaffairs.org/transformative-action/.
4. Jemal, A. (2017, November 1). Critical Consciousness: A Critique and Critical Analysis of the Literature. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5892452/#R54.
5. 
   

Literature Review: Transformational Learning

Name	Commented on
Deanna Zimmer	Rachel Wise - Self-directed learning  Katye Wormer - Experiential learning

Learning is integrated in our lives daily whether we recognize it or not.  The moment we are born, we assume our role as a student.  That statement may sound absurd, especially when reflecting on what a role represents while relating it to a newborn.  However, it is the reality of how we live our lives.  “Roles represent responsibilities, relationships, and areas of contribution.”  (Covey, R. Merrill, & R. Merrill, 1995).  How often in life do we pause and take a moment to evaluate how our experiences and perceptions impact the way we learn? Transformational learning is about the change or shift of how individuals view themselves as well as the world.  It incorporates life experiences, critical reflections and results in the development of the learner.  As our attitudes or beliefs of a specific subject start to shift along with our behavior that is the time when transformational learning occurs. 

We live in a society where it is asked at an early age in life, “What do you want to be when you grow up?”  I remember answering that question as early as kindergarten and maybe even earlier if I stretch my memory.  My answers varied based upon the stage of my life.  I wanted to be a maid, a teacher, a hotel manager, a restaurant owner, a lawyer, an interior designer, a chef, a business executive, a wife, and a mother.  The older I became the harder it was to answer that question.  My view of the world was broadening, opening my eyes to more possibilities and pain, along with various barriers causing me to doubt myself and my abilities. 

Anxiety started to surface as I sifted through thoughts searching for the “right” answer.  The fear of failure and disappointment trailed along each time I changed my response.  This struggle had led me to believe that there was something wrong with me and that I was alone in feeling this way.  I never took into consideration that my answers were changing due to the fact that my perceptions were evolving with each new experience.  This is an example of the development of transformational learning.  My answers would change as I learned about more occupational avenues, recognized my strengths and skillsets, identified priorities in life, and engaged in rational discourse with others.  Jack Mezirow defined learning as “the process of using a prior interpretation to construe a new or a revised interpretation of the meaning of one’s experience in order to guide future actions.”  (Merriam, Caffarella & Baumgartner, 2007, p.132).

            Transformational learning occurs when one takes into careful consideration how past experiences combined with beliefs and the need to evaluate a situation in order to grow.  It is imperative that the individual engages in a period of critical reflection.  The next step requires the input from others by engaging in rational discourse in order to develop a deeper appreciation and understanding of this process in order to move forward.  The desired outcome demonstrates positive growth and mature development.  The ultimate goal of transformational learning is to generate independent thinking (Merriam, 2004).  If an individual does not arrive at the decision to take action and shift his/her perceptions or beliefs after completing this process then transformational learning is deemed as being incomplete.

            Mezirow’s theory has generated criticism as well as inspired others to build upon this theory and have incorporated it in their research since its introduction in 1978.  Mezirow identified a 10-step process; however the main focus has remained on four main components:  experience, critical reflection, reflective discourse, and action.  It is imperative that the learner completes each of the four main components to achieve transformational learning.  It is not enough to merely go through the motions and have the experience. 

The purpose of this literature review is to identify the four major themes associated with transformational learning (experience, critical reflection, reflective discourse, and action) along with the implications. 

Theme 1

“Experience is integral to learning.”  (Merriam, Caffarella & Baumgartner, 2007, p. 144).  When reflecting on the list of experiences that have occurred in my life and thinking about how they have supported growth and development, an image of stepping stones comes to mind.  Walking down a path of stepping stones, I am reminded of how many feet have touched each stone over a course of time.  Some stones may show signs of wear and tear, whereas some may have been replaced with new ones.  Each experience in my life has played a significant part in who I am today and in launching me into the future.  Some experiences may have played a bigger part as I may have had to rely on them more throughout my life.  There have been lessons learned in each of these experiences. 

Theme 2

            Although experience is essential to this process, it is not enough to warrant a transformation.  Intellectual growth begins to develop throughout the critical reflection process.  According to Mezirow, critical reflection is a cognitive process that includes three types of reflection:  content reflection, process reflection, and premise reflection.  (Merriam, Caffarella & Baumgartner, 2007).  Contention reflection requires the learner to reflect upon the experience whereas process reflection is a time to contemplate various ways to tackle the experience by implementing strategies to solve the problem.  Premise reflection occurs when the learner takes the time to carefully examine his/her beliefs, preconceived bias and how they have been injected into the experience.

Theme 3

As I ponder the question of how reflective discourse improves one’s effectiveness as a learner, I am reminded of a statement that I read in a previous class.  “There is much to be gained by appreciating differences, and much to be lost by ignoring them or condemning them.”  (Keirsey, 1998, p. 4).  There is great value in taking the time to embrace and learn about the differences in others and then putting on the shoes of others when confronted with problems that need to be solved.  This ability will not only create a more efficient learning process but can also strengthen personal relationships and appreciate the differences that each person brings to the table.   When we are able to fully recognize those differences and set aside preconceived bias, it is at that time that we will see development start to cease and transformational learning will be embraced.

Theme 4

Individuals not only need to obtain the knowledge gathered but the confidence and desire to make decisions based upon what they learned throughout this process. This action cannot occur if an individual is clinging to his/her old perceptions and is not willing to step forward and embrace the possibility of looking at things through a new set of lenses.  When the focus shifts from the potential mistakes that could happen or have happened in the past, individuals become more willing to implement new and creative ideas in order to grow and learn.

Reflection

I tend to approach life with a simple mindset and struggle at times with the complexity that is generated by those searching for something that may or may not be there.  I appreciate being challenged to look beyond my vantage point and to delve deeper than what may appear to the naked eye.  However, there are times when I wonder if we are dissecting something that was not meant to be anything other than what was stated.  This is something that I found to be consistent as I read more about transformational learning.  There are many facets to take into consideration when going through this process such as culture, socio-economic status, race, age, religious association, and gender to name a few.

“The term ‘sharpen the saw’ is a metaphor that describes the energy we invest in increasing our personal capacity in the four fundamental areas – physical, social, mental, and spiritual.”  (Covey, R. Merrill, & R. Merrill, 1995).   It is my belief that this literature review has provided me with the tools and resources to be a successful student.  It is my full intention to carry with me these tools and “sharpen” them along the way as I continue to pursue my graduate studies. 

Theme	Implication
1.     Experience	A situation or scenario that generates a question or challenge to the individual that requires consideration of the need to change or solve a problem.
2.     Critical Reflection	A time for the individual to look back on the situation and evaluate ways that could have enhanced the experience or compile a list of problem-solving strategies.
3.     Reflection Discourse	An opportunity to gather a group of individuals with various backgrounds to review and discuss the experience and brainstorm solutions.  This activity allows the individual the ability to expand and challenge his/her beliefs and look at the experience through a new set of lenses.
4.     Action	The result of growth and development by acting upon the information gathered through this process.

References

Covey, S. R., Merrill, R., & Merrill, R. R. (1995).  First things first.  New York:  Simon & Schuster.

Merriam, S.B. (2004).  The Role of Cognitive Development in Mezirow’s Transformational Learning Theory.  Adult Education Quarterly, 55(1), 60-68. doi: 10.1177/0741713604268891

Merriam, S.B., Caffarella, R.S., Baumgartner, L.M.. (2007). Learning in adulthood: A comprehenseive guide. San Fransisco, CA: Jossey-Bass.

Nemec, P. B. (2012). Transformative learning. Psychiatric Rehabilitation Journal, 35(6), 478-479. doi: 10.1037/h0094585

Taylor, E. W. (2015). Transformative Learning. In J. M. Bennett (Ed.), The SAGE Encyclopedia of Intercultural Competence (Vol. 2, pp. 818-820). Los Angeles: SAGE Reference. Retrieved from http://go.galegroup.com.proxy.bsu.edu/ps/i.do?p=GVRL&sw=w&u=munc80314&v=2.1&it=r&id=GALE%7CCX6279400266&sid=summon&asid=bfb9837c362bc7c94c1cb1eb745592bf

 

Table 1. Student name and comments

Name	Commented On
Abi Perdue Moore	Jessica Duncan
	David Mitchell

Introduction

Transformational learning is distinct from other meaningful learning experiences; there is something unique about the way individuals encounter a new experience, critically process it, and change. Transformational learning does not simply make learners stop and think, but they stop, think, and act. The purpose of transformational learning is increased understanding of one’s context, planetary relationship, and a call to action. It is through transformational learning that individuals grow and change, so that they may create change in the part of the world which they occupy.

General Themes

Experience

One’s life experience is a critical element of transformative learning. Transformative learning in Mezirow’s view is uniquely possible for adults, as it is the transformation of preconceived assumptions and beliefs through the educational process, which is not possible for children who have yet to develop a diverse set of experiences. Finding meaning and verifying one’s beliefs is in contrast to accepting what one is taught or absorbs as a child; in this theory, one must be an adult to have transformative experiences—that is, there must be something to transform when beginning the transformational learning process. I am not sure if this view accurately represents human experience, or if it integrates the importance of one’s context. In my view, growth and transformation are defining attributes of learning at all ages. While a young child may not experience transformational learning in the same way an adult would, there are certainly teenagers and young adults who undergo dramatic transformation when encountering new experiences associated with their place in society.

Perhaps, then, there is a distinction between the cognitive development associated with children reaching adulthood and adults who develop through reflecting on their learning experiences while there can also be a parallel between these two stages of development. Furthermore, someone living in poverty will not have the same preconceptions as the white, middle-class women who participated in Mezirow’s initial study. Their experience was situated in an elite higher education institution after time away from school; surely there are elements of human experience that this group of participants would not understand even after undergoing various transformative experiences. The integration of transformative learning into adult education literature is an essential step in the development of the field.

The concept of transformative learning and Mezirow’s theory in particular have become some of the most researched and commented on themes in adult education. Because of this widespread use and scholarship, Chad Hoggan proposes that the use of transformative learning has morphed into including almost any learning experience (2016). It is important in this case to separate the instances of learning that many individuals experience from the transformational learning that changes learners’ meaning schemes and trajectory moving forward (Merriam et al., 2007).

Many would see Mezirow as an establishing theorist in the field of transformative learning, although there are certainly others, such as Freire, who have made foundational contributions to the field of adult education and the conceptualization of transformational learning. Paulo Freire is perhaps the most well-known theorist regarding transformative education and the importance of experience in learning. In his experience working with poor and working-class laborers in his native Brazil, Freire developed a radical theoretical framework regarding education for all people. This culminated in his most popular work, Pedagogy for the Oppressed (1972). This is the starting point for many who encounter Freire or see his influence on other educational philosophers like bell hooks (hooks, 1994). According to Peter Roberts, “experience provided the starting point for learning, but as participants moved through an educational program, initial readings of reality would be increasingly problematized and reinterpreted” (2015, p. 5). 

Freire’s motivation for educating these communities was to liberate them from the narratives of oppression they had endured for generations, using their own experiences to inform and interrogate the narratives they believed prior to engaging the world around them in education. He taught literacy, but his true goal was political engagement and personal transformation through personal reflection and in-depth dialogue. As a student, I gravitated quickly to his philosophy and influence in adult education literature—seeing education as an issue of liberation and radical change made my role feel all the more important. I’m currently finding ways to integrate Freire’s socially- and politically-minded philosophy into my context as a facilitator of learning.

Critical Reflection

A learning experience on its own does not have the power to transform one’s view of the world; it is only through intentional reflection. This reflection could address the specific experience a learner has had (content reflection), how to approach the problem within the experience (process reflection), or how the experience interacts with the learner’s worldview and beliefs (premise reflection) (Mezirow, 2000). Brookfield’s model of critical reflection includes five phases: first, a trigger event promotes discomfort in the learner; second, the learner enters the appraisal phase and sits with their discomfort, analyzing it; in exploration, a learner contextualizes the experience within their prior knowledge and does their best to explain the experience; in the fourth phase, the learner develops alternative perspectives and experiments with ways to see the experience from different perspectives, gaining confidence; in the final phase, the learner brings the experience “into the fabric of [their] lives” (Brookfield, 1987, p. 25-27).

Many educators have used critical reflection to help students learn and make meaning of their experiences. At the University of Massachusetts Amherst, the University Without Walls (UWW) program pushes students to develop a clear description of their learning experiences through a prior learning portfolio. In developing this documentation of their personal and professional learning experiences, students are made to reflect deeply on how they have become themselves, how their lives were changed in ways they may or may not have understood at the time. While not a guaranteed outcome, UWW often induces transformative learning for students. The element of critical reflection is central to the program, but prior rather than current experiences are used as the vehicle for this learning. Critical reflection essentially makes learning from experiences possible; without reflection an individual has no cause to integrate the experience into their knowledge base or allow themselves to be changed by it. (Stevens, Gerber, Hendra, 2010) 

Development

The point of transformational learning is personal, cognitive, and critical development. By using experiences on which to critically reflect, a learner is by default finding ways to change and grow. The transformation that comes as a result of transformational learning becomes a part of the learner’s personal narrative, changing them from that point on. Development is both the outcome and process of transformational learning. Learners increase their capacity for critical thinking by thinking and reflecting critically, which has implications for many learning experiences. Mezirow is again a foundational source on this aspect of transformational learning. The psychological development that takes place, when attached to transformational learning, must be more than the “normative” development seen in a cultural context as more mature and result in a change of thought and, presumably, action.  (Merriam et al., 2007, p. 147-148)

Transformational learning has long been considered a process that promotes cognitive development, but recent scholarship strives to integrate the development of emotion. Maiese, in contrast to the enactivism of previous philosophical thought that emphasized the disembodiment of cognition, argues that people who go through transformational learning transform in emotional and bodily ways as well (Maiese, 2017). This means that the development that takes place because of transformational learning is cognitive-affective and that the “development of new habits of mind can be understood as the formation of highly integrated patterns of bodily engagement and response. The upshot is that it is not just subjects' brains that are altered over the course of transformative learning, but also their overall bodily and affective attunement to their surroundings” (Maiese, 2017, p. 198).

Implications

The practical applications of transformative learning extend beyond a formal classroom setting, although this is certainly a well-documented space for transformative, experiential learning. In the workplace, there is opportunity for transformational learning when leaders create opportunities for themselves and their colleagues to slow down; reflection and relationship taken a significant amount of time and should be given the space they need. Individuals do not undergo transformational learning experiences alone, but in the context of relationship with others. There is a personal reflection, surely, that takes place in the transformational learning process, but there is also an element of “outward focus on learning for social justice” (Groen & Kawalilack, 2016, p. 63). In building space for those in the workplace to slow down, reflect, and take action, there is an opportunity—not necessarily a guarantee—for transformational learning to take place. (Groen & Kawalilack, 2016)

The implications of transformational learning are broad and far-reaching, including nearly every educational experience adult educators would facilitate. The process of learning is studied because of its power over our ability to work, relate to one another, and take care of the world around us. The goal of learning is to grow and improve as individuals and as communities; this reveals my humanist perspective on education, but I do believe that it is through learning that we are able to influence the world around us for the better.

As one among other sociocultural lenses such as cultural-spiritual and race-centric perspectives, Taylor uses a planetary point of view to connect the experience of all humans with the physical world around them. The implication here lies in the opportunities for environmental and social betterment; when individuals understand their connection to the collective whole they are able to use their spheres of influence more effectively. This could include small communities and even humanity’s connection to the universe; “the goal of this perspective is planetary consciousness” (Merriam et al, 2007, p. 143).

This view recognizes the interconnectedness among universe, planet, natural environment, human community, and personal world. Most significant is recognizing the individual not just from a social-political dimension but also from an ecological and planetary one. Transformation is not only about how we view our human counterparts; it explores how we, as humans, relate with the physical world. (Taylor, 2008, p. 6)

According to Merriam, this and other commentary from Taylor on transformational learning have the potential for significant future influence (2007, p. 157). Moving into a view that integrates the natural world allows learners and educators to resist the undue influence of a primarily Western view that separates the individual from nature in favor of industrial understanding. This is an important element of understanding transformational learning as a trans-cultural process; all people learn and people from many different cultures find themselves in transformative learning experiences, even if previous scholarship has over-emphasized the role of technology and industry in the human experience.

Reflection

Highlights

In reviewing the relevant literature surrounding transformational learning, I found that there were more applications for the theory and practice than I had initially thought. The use of transformational learning in the workplace is especially interesting, as that is my primary context as an educator. I organize professional development opportunities for our office and facilitate training sessions. The emphasis in transformative learning literature on critical reflection is also interesting; by developing my own capacity for critical reflection as an educator, I hope to make space for reflection in the learning I facilitate, making others comfortable to share their stories.

Process

I used Merriam’s comprehensive text, Learning in Adulthood, to begin my research on transformational learning. By using the foundational theorists referenced by Merriam, I was able to find more recent and updated literature regarding practice and application. The use of online databases available through the Ball State University libraries made it possible to conduct most of my research online.

Table 2. Summary of themes and implications for practice

Main Themes	Implications for Practice
Experience: A learner must have a body of experience in order to have transformational learning. The life experience of an adult learner serves as the content and context for learning.	Education can be liberative and have direct effects on the social and political wellbeing of individuals. Transformational learning functions as the conduit for awareness of injustice and a motivation to action. This process is only possible when learners have experiences to examine and interrogate.
Critical reflection: When a learner cannot adequately process an encountered experience, it is through critical reflection—both within their own mind and body and in conversation with others—that they are able to examine the “hegemonic assumptions” they carry with them.	Transformational learning can bring people together in relationship, whether in the workplace or community. By examining the experiences of oneself and one’s community in critical reflection as a part of the transformational learning process, a learner can realize the opportunities for change that exist within their own context.
Development: As an outcome of transformational learning, the development of an individual is clearly important. As a part of the transformative learning process, development is the exercise needed to reach a higher cognitive, critical reflection, or emotional ability.	Transformational learning promotes cognitive and emotional development in learners, allowing them to experience a higher capacity for critical thinking and societal contribution. Educators are able to use transformative learning experiences as an opportunity for learners’ growth.

References

Freire, P., (1972). Pedagogy of the oppressed. New York, NY: Seabury Press.

Groen, J., Kawalilack, C., (2016). Creating space for transformative learning in the workplace. New Directions for Adult and Continuing Education, 2016(152), 61-71.

Hoggan, C., (2016). Transformative learning as a metatheory. Adult Education Quarterly, volume 66(1), 57-75.

hooks, b., (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge.

Maiese, M., (2017). Transformative learning, enactivism, and affectivity. Studies in Philosophy & Education, 36(2), 197-216.

Merriam, S., Caffarella, R., Baumgartner, L., (2007). Learning in adulthood: A comprehensive guide. San Francisco, CA: Jossey-Bass.

Roberts, P., (2010). Paulo Freire in the 21^st century: Education, dialogue, and transformation. New York, NY: Routledge.

Stevens, K., Gerber, D., Hendra, R., (2010). Transformational learning through prior assessment. Adult Education Quarterly, 60(4), 377-404.

Taylor, E. W., (2008). Transformative learning theory. New Directions in Adult & Continuing Education, volume 2008(119), 5-15.

Taylor, E. W., (2017). Transformative learning theory. Leiden, The Netherlands: Brill.

Misael Arrieta

EDAC 634

Theory Review

9/29/2019 

Name:	Commented On:
Misael Arrieta

Transformational Learning

Introduction

                 Transformational learning in adult education is a theory that uses disorienting situations to challenge the way an individual’s way of thinking. Following this, individuals are then encouraged to use critical thinking and reevaluation of their own beliefs about the world is correct. This theory, first developed by Jack Mesirow, helps describe how people use critical thinking and self-evaluation of their current beliefs and ideas to change their dysfunctional meanings of how they see the world around them over time.

Themes

                 Within transformational learning, three concepts arise. These are “life experiences, the nature of critical reflection, and the connection between transformative learning and development” (Baumgartner & Caffarella & Merriam, 2007). Through these concepts, individuals are able to shift their own view of the world to a more realistic and inclusive worldview. Through transformational learning, adults are able to communicate and make better sense of the world around them.

                                                                     Life Experiences

                 Like most learning process, experiences are essential for learning to occur. The experiences of individuals molds and shapes how they learn over time. They are resources for a learned to shape how they view their world and how they develop their beliefs. These experiences range from major events such as graduating college or marriage and can be as minor as a trip to the store or a conversation with a stranger on a plane. Each experience also occurs on different dimensions. One example of this is a simulated experience in the form of a poverty simulation. This simulation walks individuals through a month in poverty where they experience the lives of low-income families. The goal is to shift our views of individuals from failures of individuals to failures of society. This type of experience can be the starting place for transformational learning to take place. However, it should also be noted that not all experiences will trigger a learning experience and specific experiences will affect people in different ways. After having an experience that does trigger a learning opportunity, an individual is then faced with having to make sense of this experience. This will cause unease in an individual that forces them to question what has happened and what they think of it.

                                                                  Critical Reflection

                 As this experience does not fit with any past life experiences, individuals can begin the transformational learning process. “Reflection is a cognitive process. We can think about our experience…but to reflect critically, we must also examine the underlying beliefs and assumptions that affect how we make sense of the experience” (Baumgartner & Caffarella & Merriam, 2007). This step is vital to the transformational learning process. Critical reflection allows a learner to dive deeper into an experience and challenge what they believed in before. This process is where adults being to make sense of what they believe and how it fits into the world. If their belief is then challenged against how the world views it, then the individual must then determine what the experience will impact them. “In brief, critical reflection is multidimensional and complex. It involves understanding and engaging in reflective processes in order to deepen an understanding of ‘self ’, interactions with others, theory and, ethical and political actions” (Reimer & Whitaker, 2017).

                                                                      Development

                 Finally after having critically reflect on an individual’s experience, there is an opportunity to develop. Through critical reflection, this process leads to many and different results; being better individuals with critical reflection skills, personal development, changed world view, making sense of the world around us, etc.. ” Mezirow identified rational discourse as a catalyst for transformation, as it induced the various participants to explore the depth and meaning of their various world-views” (Khabanyane & Maimane & Ramabenyane, p. 452). When an individual is able to learn and develop a new way of thinking about the world around them, this shows that an adult is able to mature through life and be more receptive to experiencing new things, new people, and new problems. Without development, adults may always be stuck in their ways and never be able to experience growth as a person and growth as an individual in society. Transformational learning is the key to being able to think independently.

Implications

                 In the context of learning for an adult learning, the classroom can be a very effective place to implement and use transformational learning. An instructor can use this to create an effective learning environment for adult learners through using the three concepts. These concepts will be demonstrated through the poverty simulation that was mentioned earlier.

            Implication 1: Experience

                 Instructors can perform a simple but effective poverty simulation. This situation will assume that each learner is self-driven and is not currently experiencing poverty. For most, this experience can give the learner an opportunity to experience something that they may have never gone through. It would be very difficult for anyone to imagine poverty unless they have experienced it. For college students, specifically, this could be shocking experience. “Poverty simulations are a promising approach to engaging students in learning about poverty, particularly on college campuses where direct experience with critical social issues is a priority” (Browne & Roll, 2016). The individuals will then take part in the experiment and see how or if this experience will affect them.

            Implication 2: Critical Reflection

                 Following the simulation, learners will then walk away from the experience and be able to digest and process all that they had gone through. At this point, the learner will hopefully be shock or distressed will the simulation as it “cannot accommodate into the prior life structure” (Baumgartner & Caffarella & Merriam, p. 145). Through this stage, learners are now questioning their beliefs and what they have believed about poverty. Some of these questions may be “What preconceived thoughts did I have about poverty?” “How does poverty appear in my own life?” “How do I view individuals that are impoverished?” and so on. These questions can challenge how an individual views all different aspects of their life that is either directly or indirectly related to the topic of poverty. Some individuals may even have been stunned by what poverty looks like first hand that they would still not comprehend how people can survive in poverty. All these challenging thoughts can lead into the final step of the transformational learning process, development.

            Implication 3: Development

                 After individuals can process and critically reflect on the poverty simulation, they begin development of their new changed way of thinking, better critical thinking, and an openness to learn more about the world around them. Learners can adjust how they view poverty in their own life and in their community. Perhaps, this forms by community service or donating to an organization because they believe they can help impact or help reduce poverty in their community. It could be spreading awareness in their community about how everyone can help those affected by poverty. Individuals are can be better suited for experience like this in the future because they were able to critically reflect on this experience. Learners that can continually use critical reflection are able to more easily use this skill in future experiences. Learners will also possibly be more open to trying and experiencing more things if they are able to develop and mature their way of thinking. Development can be crucial in having learners being able to further their transformational learning to become more cultured and mature minded adults.

Reflection

                 I found this theory review to be very helpful in how I understand and can use transformational learning in practice and everyday situations. What I found most interesting was how important critical reflection is to the entire process. As I saw in most resources, critical thinking is not simply a “just thinking about it” process. Deep analysis of beliefs and how something affects us with challenge to prior believes must take place for critical reflection to take place. I can see how beneficially transformational learning can be when used properly in practice.

Table 1: Summary of Literature Review

	Main Ideas	Implications
Theme 1	Experience	In order for transformational learning to take place, an experience that has no place with an individual’s prior beliefs must take place.
Theme 2	Critical Reflection	A challenge of beliefs must occur with a learner. This requires learners to be intentional and process these thoughts through deep analysis about how the experience affected them.
Theme 3	Development	Learners will have a new way of thinking that has been developed through critical reflection. Learners are then becoming better critical thinkers and have an openness to similar experiences.

References

Baumgartner, L. M., Caffarella, R. S., & Merriam, S. B., (2007). Learning in Adulthood: a Comprehensive Guide. San Francisco: Jossey-Bass.

Reimer, E., & Whitaker, L. (2017, December 1). Student's Conceptualisations of Critical Reflection. Social Work Education, 36(8), 254.

Khabanyane, K. E., Maimane, J. R., & Ramabenyane, M. J. (2014, December). A Critical Reflection on Transformative Learning as Experienced by Student-Teachers during School-Based Learning . Mediterranean Journal of Social Sciences, 5(27), 452. Retrieved from https://pdfs.semanticscholar.org/1213/c1b4f540c80f4e46f41fcd691c74a8101084.pdf

Browne, L. p, & Roll, S. (2016). Toward a More Just Approach to Poverty Simulations. Journal of Experiential Education, 39(3), 254. Retrieved from http://web.b.ebscohost.com.proxy.bsu.edu/ehost/pdfviewer/pdfviewer?vid=0&sid=6930a1af-146f-47d5-b024-207fdd1aa876@sessionmgr102