TransformativeLearningJaneenpresentation3714recorded

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Published on March 12, 2014

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Transformative Learning Theory: Transformative Learning Theory Janeen Arnett Walden University Doctoral Program Question: Do you know what Transformative learning is? : Question: Do you know what Transformative learning is? We will come back to this question again at the end of the program. Short story: Short story Jane a single mom, working to raise two small children fell upon some rough times as she was diagnosed with a serious illness and faced some major decisions. Treatments done and facing a slightly brighter future, Jane was laid off from her job and was offered assistance to find something else. PowerPoint Presentation: Jane reflects on her recent health issues, piling debt and wanting to provide the best life possible for her two children Jane decides to take the opportunity to go back to school, she became a nurse and has since seen her children grow and start families of there own. Jane also started a support group for women with cancer in her community. Objectives: Objectives Construct a working definition of transformative learning Compare and contrast educator role in traditional versus transformational learning Contrast the strengths and weaknesses of transformative learning theory Transformative Learning: Transformative Learning A desirable process for adults to learn to think for themselves Theory of deep learning Active engagement and questioning Has context embedded Intuitive knowing Transformative Learning Theory: Transformative Learning Theory Articulated by Mezirow in 1978 Formulated around the concept of change Dramatic fundamental change in the way we see ourselves and the world in which we live” (Merriam, Caffarella, & Baumgartner, 2006) What is Transformative learning: What is Transformative learning “Transformation” evokes the notion of profound physical or psychological changes Baumgartner, L. M. (2001 ). An update on transformational learning. New Directions for Adult and Continuing Education. 89, p. 15-23. Jossey-Bass An adult education based theory that suggests ways in which adults make meaning of their lives. Elements of transformative learning are critical reflection/self-reflection, and critical discourse, where the learner validates a best judgment Kitchenham, S. (2008). The evolution of John Mezirow’s transformative learning theory. Journal of transformative Education . 6, 2, p 104-123 Literature review: Literature review Preponderance of literature supporting Mezirow’s works Uniquely adult Grounded in the nature of human communication Process of using interpretation 1998 review summary: disorienting dilemma as catalyst to change Taylor, E. W. (2007) An update of transformative learning theory: a critical review of the empirical research (1999-2005). International Journal of Lifelong Education, 26:2, 173-191 Literature review: Literature review Weakness noted in 1998 reviews: role of context, importance of relationships, role of other ways of knowing and the varying nature of catalysts of TL What steps take place before a transformation Taylor, E. W. (2007) An update of transformative learning theory: a critical review of the empirical research (1999-2005). International Journal of Lifelong Education, 26:2, 173-191 1999-2005 review: 1999-2005 review 41 peer-reviewed journal studies. Majority still used Mezirow’s TL theoretical framework 5 others with varying perspectives - depth psychology - critical theory - identity development - Power - purpose of life mission Taylor , E. W. (2007) An update of transformative learning theory: a critical review of the empirical research (1999-2005). International Journal of Lifelong Education, 26:2, 173-191 . Dirkx’s four lens: Dirkx’s four lens Freire’s work of emancipatory education Mezirow’s cognitive-rational approach Daloz - developmental approach Dirkx - transformative learning Mezirow’s Theory-Expanded: Mezirow’s Theory-Expanded “more individualistic, fluid, and recursive” certain aspects of the process, such as feelings “seem to be more significant than other aspects” Transformational learning is a complex process involving thoughts and feelings (Mezirow, as cited by Taylor, 2007) Expanded theory: Expanded theory Disorientating dilemma, may actually be a “long cumulative process” rather than a single event. “Importance of relationships, was the most common finding among all the studies” TL is not just an independent act but is an interdependent relationship built on trust. Taylor, E. W. (2007) An update of transformative learning theory: a critical review of the empirical research (1999-2005). International Journal of Lifelong Education, 26:2, 173-191 Reflection & Transformative relationships: Reflection & Transformative relationships Trustful relationships (love relationships) Utilitarian relationship Memory relationships Imaginative relationship Mezirow’s phases: Mezirow’s phases A disorienting dilemma Self-examination A critical assessment of assumptions Recognition of discontent Exploration of options 10-phases cont.: 10-phases cont. Planning a course of action Acquiring knowledge/Skills Provisional trying of new roles Building competence and self-confidence in new roles and relationships A reintegration into one’s life Fostering TL: Fostering TL Dialogic content Dissonance and conflict Shared experiential activities Promote value-laden course content Capitalize on interrelationship of critical reflection and affective learning Promote a sense of safety, openness, and trust Taylor , R. W. ( 2000, 2007, 2008). Fostering TL: Fostering TL Effective instructional method and support for learner-centered approach Encourage exploration of alternative personal perspectives, problem-posing, and critical reflection Self-assessment and evaluation Fostering Transformative Learning: Fostering Transformative Learning ________________________________ Coaching ________________________________ Contrast traditional learning to transformative learning : Contrast traditional learning to transformative learning Mezirow (2000), TL is a rational process. As individuals reflect on and discuss their assumptions about the world, they often experience a shift in their frame of reference or world view. Transformative learning allows students and educators to develop genuine relationships in which the educator makes a difference in the students’ lives and feels a difference in his or her own life as well (Cranton, 2006, p. 8 ). Transformative learning allows adult learners to use the contexts of their formal learning experiences to construct and reconstruct personal meaning (Dirkx, 2006, p. 24). Why use the Transformative Learning?: Why use the Transformative Learning? Transformative learning gives adult learners the ability to think autonomously, as individuals. Autonomous thinking is vital for full participation in a democratic society as well as for moral decision making (Mezirow, 1997, p. 7); thus, it is the goal of higher education to produce autonomous thinkers (Mezirow, 1997, p. 5). Transformative Learning Theory: Transformative Learning Theory Provides a structure and process through which to better understand adult growth and development. Summary: Summary transformative learning theory has changed the way that we teach adults. Like all strong theories, it has been critiqued, tested, revised, and retested Do you know what transformative learning is? PowerPoint Presentation: Example English language learners often report a shift in their view of U.S. culture and in their view of themselves as they gain confidence communicating in a new language (Kitchenham, 2008) References: References Baumgartner, L. M. (2001 ). An update on transformational learning. New Directions for Adult and Continuing Education. 89, p. 15-23. Jossey-Bass Cranton, P.A. (2006). Fostering authentic relationships in the transformative classroom . New Directions for Adult and Continuing Education, 2006(109), 5-13. Retrieved: http :// onlinelibrary.wiley.com/doi/10.1002/ace.203/pdf Dirkx, J. M. (2006). Engaging emotions in adult learning: A Jungian perspective on emotion and transformative learning. New Directions for Adult and Continuing Education , (109 ), 15-26. Retrieved: http://onlinelibrary.wiley.com/doi/10.1002/ace.204/pdf King, K. (2000). The adult ESL experience: Facilitating perspective transformation in the classroom. Adult Basic Education, 10(2), 69–89. Kitchenham, S. (2008). The evolution of John Mezirow’s transformative learning theory. Journal of transformative Education . 6, 2, p 104-123. DOI: 10.1177/154134608322678 Retrieved from http://jtd.sagepub.com/content/6/2/104 References: References Kucukaydin, L., Cranton, P. (2012). Critically questioning the discourse of transformative learning theory. Adult Education Quarterly. 63: 43 DOI: 10.1177/0741713612439090. Retrieved from http://aeq.sagepub.com/content/63/1/43 . Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education , 74, 5-12. http:// www.hrdmax.com/images/column_1325932983/Mezirow%20Transformative%20Learning.pdf Taylor, R. W. (2000). Fostering Mezirow’s transformative learning theory in adult education classroom: A critical review. Canadian Journal for the Study of Adult Education. 14:2, p. 1-28 Taylor, E. W. (2007) An update of transformative learning theory: a critical review of the empirical research (1999-2005). International Journal of Lifelong Education, 26:2, 173-191. DOI: 10.1080/02601370701219475. Taylor, E. W. (2008). Transformative learning theory. New Directions for Adult and Continuing Education . 2008: 5–15. Doi: 10.1002/ace.301 Retrieved February 9, 2014

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