Origins of Transformative Learning Theory

Class 4 – ADLT 671

June 30, 2015

Mezirow’s Conception of TL Theory

• Based upon a constructivist perspective of reality– Meaning exists within the person, rather than in an

external reality– Knowledge is socially constructed

• “What becomes fact for us depends upon how we have defined for ourselves the nature of our experience” (Mezirow, 1991, p. 25)

Contemporary Views of Learning Theory

Mezirow’s Transformative Learning Theory

In childhood, learning is formative (derived from formal sources of authority and socialization)

In adulthood, learning is transformative, as adults are more capable of seeing distortions in their own beliefs, feelings, and attitudes

Human Communication and the Learning Process

• Human beings share a defining need to understand the meaning of their experience

• We seek agreement on the meaning and justification for our understandings and beliefs

• We seek more functional beliefs

• We want to act on our beliefs

Learning is a Developmental Process

• Defines learning as the adult’s ability to revise and form perspectives that are more

– Open to alternative viewpoints,

– More discriminating among them,

– More integrative of experience in the world.

• Defines perspective transformation as the central feature in adult development

Two Domains of Learning in Mezirow’s Theory

• Instrumental learning is learning to control and manipulate the environment or other people, e.g., task-oriented problem-solving

• Involves forming hypotheses and making predictions

• Communicative learning is learning what others mean when they communicate with us. This involves feelings, intentions, values, moral issues, and meanings.

Emancipatory Knowledge

Knowledge that leads to freedom from constraints and oppression (either personal or social).

Emancipatory knowledge is subjective in nature and occurs through critical reflection and critical self-reflection.

Transformative learning leads to emancipatory knowledge.

What Happens When We “Learn”

• Usually, established expectations and perceptions filter the experience:– We attribute an “old” meaning to a new

experience

• In transformative learning, however, we re-interpret an experience or make meaning of a new experience from a new or revised set of expectations

Two Terms Used in the Original Theory of TL

• Meaning Schemes– Specific beliefs, values, attitudes, and feelings– Expressed as points of view

• Meaning Perspectives– Broader, overarching habits of mind or “rule

systems” for guiding behavior and action – Codes we live by – a worldview

Learning Occurs in Four Ways

1. Adding to existing meaning schemes

2. Learning new meaning schemes

3. Revising meaning schemes

4. Transforming meaning perspectives

For learning to be transformative, it must involve revision to meaning schemes or transformation of perspective

What is critical reflection?

• Not the same as insight, according to Mezirow

• Involves problem solving through rational discourse -- can occur on the CONTENT, the PROCESS, or the PREMISES upon which the problem is based

• Mezirow asserts that for transformative learning to occur, action is required – action or the decision to act on revised meaning

Transformative learning may be activated by:

• An experience that does not fit with expectations

• Encountering an alternative point of view

• Being challenged or questioned

• A personal traumatic event

Perspective Transformation

• Critical reflection on the content, processes, and premises of untested assumptions

• Revises our “worldview”

• Can be dramatic and epochal -- a disorienting dilemma or trigger event

• Can be incremental -- accumulation of changes to meaning schemes

Key Points in Transformative Learning Theory

• Constructivist perspective of reality

• Learning defined as meaning-making

• Adults make meaning of experiences by examining, questioning, validating, and revising beliefs, values, attitudes, and feelings

• Occurs through critical reflection and critical self-reflection

Development in Adulthood

• Mindful learning process

• Phased and transformative

• Meaning clarification through expanded awareness and reflection

• Movement towards fuller realization of agency

Mezirow’s Underlying Assumptions about Adult

Education• There is no such thing as a value free education

• Adult educators are never neutral

• The most insidious effects of power are when people feel insecure enough not to have a voice---and therefore do not participate

The Role of the Adult Educator Becomes ...

• To support and encourage transformative learning that creates more inclusive, discriminating, and integrative perspectives for the adult learner

• How?– Challenge untested assumptions

– Encourage critical reflection and critical self-reflection

– Create ideal conditions for discourse

Early Critique of Transformative Learning

• Decontextualized, universally applicable theory of adult learning

• Lack of emphasis on affective processes

• Lack of recognition of the significance of relationships in TL

• Not necessarily a linear, 10-step process

How does this concept of transformative learning relate to the findings of Merriam

and Clark?

Learning from Life Experience: What Makes It Significant?

Merriam & Clark, 1993

“Significant” Learning

• Must personally affect the learner, either by– Expansion of skills and abilities

– Expansion of sense of self or life perspective

– Precipitation of transformation of the whole person

• Must be subjectively valued by the learner– The learner names its importance in his or her life