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https://www.learning-theories.com/transformative-learning-theory-mezirow.html
The Transformational Learning Theory originally developed by Jack Mezirow is described as being “constructivist, an orientation which holds that the way learners interpret and reinterpret their sense experience is, central to making meaning and hence learning” (Mezirow, 1991). The theory has two basic kinds of learning: instrumental and communicative learning. Instrumental learning focuses on learning through task-oriented problem solving and determination of cause and effect relationships. Communicative learning involves how individuals communicate their feelings, needs and desires
Meaning structures (perspectives and schemes) are a major component of the theory. Meaning perspectives are defined as “broad sets of predispositions resulting from psychocultural assumptions which determine the horizons of our expectations” (Mezirow, 1991). They are divided into 3 sets of codes: sociolinguistic codes, psychological codes, and epistemic codes. A meaning scheme is “the constellation of concept, belief, judgment, and feelings which shapes a particular interpretation” (Mezirow, 1994, 223).
Transformative Learning theory is focused on adult learning, particularly in the context of post-secondary education (e.g., Craig et al., 2001; King, 2002). Taylor< (2007) provides a summary of research studies about the theory.
The Transformative Learning Theory was first articulated by Jack Mezirow of Columbia University after researching factors related to the success, or lack of, of womens’ reentry to community college programs in the 1970's, with the resulting conclusion that a key factor was perspective transformation . He went on to describe a 10 phase transformation process which emerged as common to many of the women who successfully re-entered community college.
Mezirow argued that transformations often follow some variation of the following phases of meaning becoming clarified:
- A disorienting dilemma
- A self examination with feelings of guilt or shame
- A critical assessment of epistemic, sociocultural, or psychic assumptions
- Recognition that one’s discontent and the process of transformation are shared and that others have negotiated a similar change
- Exploration of options for new roles, relationships, and actions
- Planning a course of action
- Acquisition of knowledge and skills for implementing one’s plan
- Provision trying of new roles
- Building of competence and self-confidence in new roles and relationships
- A reintegration into one’s life on the basis of conditions dictated by one’s perspective
The first phase was a disorienting dilemma. This dilemma represents the first of three key themes of Mezirow’s TLT, experience – Doug had an experience which did not fit with his pre-existing meaning structure, causing a disorienting dilemma. As long as our experiences fit, or can be fit, into our existing meaning structures we tend to not engage in transformative learning. These dilemmas can be epochal (all at once) such as Doug’s “Ah-ha, or lights-on experience”, or incremental, that is, a gradual recognition over time of a disconnect between our meaning structure and our environment. The next two phases are important aspects of the second of the theory’s themes – critical reflection. After experiencing a disorienting dilemma - A self examination with feelings of guilt or shame - A critical assessment of epistemic, sociocultural, or psychic assumptions - Doug experienced this discomfort with his epistomology and reviewed it’s validity given his experience on the hike.The next phase represents the third of the theory’s themes, rational discourse. Exploring with others the newly discovered “misfit” between your premises and your environment. Specifically: - Recognition that one’s discontent and the process of transformation are shared and that others have negotiated a similar change - Exploration of options for new roles, relationships, and actions - Doug’s discussions with his group allowed him to explore this “misfit” how competition wasn’t always the best approach to performance situations and explored other potential roles or approaches. Planning a course of action, Acquisition of knowledge and skills for implementing one's plan, Provision trying of new roles, Building of competence and self-confidence in new roles and relationships, and A reintegration into one's life on the basis of conditions dictated by one's perspective, these phases of the TLT process were evident in Doug’s learning as he clearly developed a plan for implementing a course of action by staying with the slower members of the group. He acquired knowledge and skills for his plan through the on-going discussions with his group on how to respectfully ascertain other group members needs, and he would try out these new roles in different ways beside just walking with slower group members. He began offering help on how to pack tents, load backpacks for better weight distribution, etc. He gradually gained confidence in his ability to respectfully assist others and include them. He had his wrist slapped a few times for being overbearing and not letting people do things on their own, but he gradually, both over the course of the hike and throughout his final university year, began to find a balance between competitiveness and patronizing others.
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www.mdpi.com/2071-1050/5/12/5347/pdf
Approaches to classroom instruction have evolved considerably over the past 50 years. This progress has been spurred by the development of several learning principles and methods of instruction, including active learning, student-centered learning, collaborative learning, experiential learning, and problem-based learning. In the present paper, we suggest that these seemingly different strategies share important underlying characteristics and can be viewed as complimentary components of a broader approach to classroom instruction called transformational teaching. Transformational teaching involves creating dynamic relationships between teachers, students, and a shared body of knowledge to promote student learning and personal growth. From this perspective, instructors are intellectual coaches who create teams of students who collaborate with each other and with their teacher to master bodies of information. Teachers assume the traditional role of facilitating students’ acquisition of key course concepts, but do so while enhancing students’ personal development and attitudes toward learning. They accomplish these goals by establishing a shared vision for a course, providing modeling and mastery experiences, challenging and encouraging students, personalizing attention and feedback, creating experiential lessons that transcend the boundaries of the classroom, and promoting ample opportunities for preflection and reflection. We propose that these methods are synergistically related and, when used together, maximize students’ potential for intellectual and personal growth.
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Article Transformational Teaching: Theoretical Underpinnings, Basic ...
The best answer is focused on
Mezirow's Ten Phases of Transformative Learning
https://sites.google.com/site/transformativelearning/elements-of-the-theory-1
https://www.sensepublishers.com/media/2081-stories-of-transformative-learning.pdf
Very useful info Dr. Abdulzahra Mohammed Al Khafaji , Thanks
https://www.sensepublishers.com/media/2081-stories-of-transformative-learning.pdf
Furqan Al-Araji thank you for your advice, and you can unfollow me if you like that.
Transformative learning offers a theory of learning that is uniquely adult, abstract, idealized, and grounded in the nature of human communication. It is a theory that is partly a developmental process, but more as “learning is understood as the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action”
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