learning_theories:transformatve_learning_theory
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learning_theories:transformatve_learning_theory [2011/08/18 15:12] jpetrovic created |
learning_theories:transformatve_learning_theory [2011/08/18 16:09] jpetrovic [What is the practical meaning of transformative learning theory?] |
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| * "//the constellation of concept, belief, judgment, and feelings which shapes a particular interpretation.//"((Mezirow, Jack, and Others. Understanding Transformation Theory. Adult Education Quarterly 44, no. 4: 222-44. 1994.)) | * "//the constellation of concept, belief, judgment, and feelings which shapes a particular interpretation.//"((Mezirow, Jack, and Others. Understanding Transformation Theory. Adult Education Quarterly 44, no. 4: 222-44. 1994.)) | ||
| - | An example of a meaning schema is how we act around a homeless person. All the meaning schemata together form the //**meaning perspective**//, as Mezirow describes one's complete perspective on the world or a //general frame of reference//. Meaning perspectives are acquired passively until early adulthood, often through significant experiences with teachers, or parents, and are later modified through transformative learning. | + | An example of a meaning schema is how we act around a homeless person.(([[http://www.calpro-online.org/eric/docs/taylor/taylor_02.pdf|Taylor, Edward W. The theory and practice of transformative learning: a critical review. ERIC Clearinghouse on Adult, Career, and Vocational Education, 1998.]])) All the meaning schemata together form the //**meaning perspective**//, as Mezirow describes one's complete perspective on the world or a //general frame of reference//. Meaning perspectives are acquired passively until early adulthood, often through significant experiences with teachers, or parents, and are later modified through transformative learning. |
| - | What characterizes transformative learning is the initial inability to fit the new material into the existing frames of schemata, what results in a need to change them. For example, a change of attitude to homeless people after realizing how hard their life is. These-like experiences are also called //perspective transformations//. They often come due to life experiences, often related to strong emotional responses. These may be personal crises like divorce, death of a friend or a family member, wars, natural or man-caused disasters, health crises, etc, but do not have to be so radical. | + | What characterizes transformative learning is the initial inability to fit the new material into the existing frames of schemata, what results in a need to change them. For example, a change of attitude to homeless people after realizing how hard their life is. These-like experiences are also called //perspective transformations//. They often come due to life experiences, often related to strong emotional responses. These may be personal crises like divorce, death of a friend or a family member, wars, natural or man-caused disasters, health crises, etc, but do not have to be so radical.(([[http://www.calpro-online.org/eric/docs/taylor/taylor_02.pdf|Taylor, Edward W. The theory and practice of transformative learning: a critical review. ERIC Clearinghouse on Adult, Career, and Vocational Education, 1998.]])) |
| - | **In the classroom**, commonly three types of experience can result in transformative learning: | + | **In the classroom**, commonly three types of experience can result in transformative learning(([[http://www.calpro-online.org/eric/docs/taylor/taylor_02.pdf|Taylor, Edward W. The theory and practice of transformative learning: a critical review. ERIC Clearinghouse on Adult, Career, and Vocational Education, 1998.]])): |
| * **experience**, | * **experience**, | ||
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| ===== What is the practical meaning of transformative learning theory? ===== | ===== What is the practical meaning of transformative learning theory? ===== | ||
| - | Different authors suggested different roles of students and teachers during the transformative learning. The role of the students is mostly to take responsibility for their learning and creating a pleasant environment, and suggestions to the teachers generally refer to | + | Different authors suggested different roles of students and teachers during the transformative learning. The role of the students is mostly to take responsibility for their learning and creating a pleasant environment, and suggestions to the teachers generally refer to(([[http://www.ecolas.eu/content/images/Mezirow%20Transformative%20Learning.pdf|Mezirow, J. Transformative learning: Theory to practice. New directions for adult and continuing education, no. 74: 5–12, 1997.]])): |
| * creating a **safe environment** facilitating relationships characterized by **trust** and **care**, | * creating a **safe environment** facilitating relationships characterized by **trust** and **care**, | ||
learning_theories/transformatve_learning_theory.txt · Last modified: 2023/06/19 18:03 (external edit)
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