learning_theories:transformatve_learning_theory
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| ===== General ===== | ===== General ===== | ||
| - | Transformative learning theory is a [[learning_paradigms:humanism|humanist learning theory]] introduced by [[http://nlu.nl.edu/academics/cas/ace/resources/JackMezirow.cfm|Jack Mezirow]] in 1981(([[http://aeq.sagepub.com/content/32/1/3.abstract|Mezirow, J. D. A critical theory of adult learning and education. Adult Education Quarterly, 32(1), 3-24. 1981.]])). This theory does not address general aspects of learning, but rather //**transformative learning**// in adults: the learning that **strongly influences learner**, his **beliefs** and **values**. In this theory, | + | Transformative learning theory is a [[learning_paradigms:humanism|humanist learning theory]] introduced by [[http://www.columbia.edu/itc/tc/parker/adlearnville/transformativelearning/mezirow.htm|Jack Mezirow]] in 1981(([[http://aeq.sagepub.com/content/32/1/3.abstract|Mezirow, J. D. A critical theory of adult learning and education. Adult Education Quarterly, 32(1), 3-24. 1981.]])). This theory does not address general aspects of learning, but rather //**transformative learning**// in adults: the learning that **strongly influences learner**, his **beliefs** and **values**. In this theory, |
| * "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."(([[http://aeq.sagepub.com/content/46/3/158.short|Mezirow, Jack. “Contemporary Paradigms of Learning.” Adult Education Quarterly 46, no. 3: 158 -172, Spring 1996.]])) | * "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."(([[http://aeq.sagepub.com/content/46/3/158.short|Mezirow, Jack. “Contemporary Paradigms of Learning.” Adult Education Quarterly 46, no. 3: 158 -172, Spring 1996.]])) | ||
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| 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. | 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.(([[http://meds.queensu.ca/ohse/assets/new_article_tl.pdf|Taylor, Edward W. Transformative learning theory. New Directions for Adult and Continuing Education, no. 119: 5-15., 2008.]])) | + | 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://healthsci.queensu.ca/assets/ohse/new_article_tl.pdf|Taylor, Edward W. Transformative learning theory. New Directions for Adult and Continuing Education, no. 119: 5-15., 2008.]])) |
| **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.]])): | **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.]])): | ||
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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(([[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.]])): | + | 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**, | + | |
| - | * **understanding why** they want to encourage a change in students and not only how and which change, | + | |
| - | * assisting in the development of the **critical reflection** in students, | + | |
| - | * taking into consideration and talking about students' feelings, | + | |
| - | * enabling their students to apply the new insights outside the classroom, | + | |
| - | * helping others by sharing his experiences, and | + | |
| - | * being a **role-model** displaying his own willingness to change and learn. | + | |
| + | * creating a **safe environment** facilitating relationships characterized by **trust** and **care**, | ||
| + | * **understanding why** they want to encourage a change in students and not only how and which change, | ||
| + | * assisting in the development of the **critical reflection** in students, | ||
| + | * taking into consideration and talking about students' **feelings**, | ||
| + | * enabling their students **to apply** the new insights **outside **the classroom, | ||
| + | * **helping others** by sharing his experiences, and | ||
| + | * being a **role-model** displaying his own willingness to change and learn. | ||
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| * **transformative learning theory**, **adult learning**, **meaning perspectives**, **meaning schemata**, **perspective transformations**, **experience**, **critical reflection**, **rational discourse** | * **transformative learning theory**, **adult learning**, **meaning perspectives**, **meaning schemata**, **perspective transformations**, **experience**, **critical reflection**, **rational discourse** | ||
| - | * [[http://nlu.nl.edu/academics/cas/ace/resources/JackMezirow.cfm|Jack Mezirow]] | + | * [[http://www.columbia.edu/itc/tc/parker/adlearnville/transformativelearning/mezirow.htm|Jack Mezirow]] |
| ===== Bibliography ===== | ===== Bibliography ===== | ||
| - | [[http://meds.queensu.ca/ohse/assets/new_article_tl.pdf|Taylor, Edward W. Transformative learning theory. New Directions for Adult and Continuing Education, no. 119: 5-15. 2008.]] | + | [[http://healthsci.queensu.ca/assets/ohse/new_article_tl.pdf|Taylor, Edward W. Transformative learning theory. New Directions for Adult and Continuing Education, no. 119: 5-15. 2008.]] |
| [[http://www.lifecircles-inc.com/Learningtheories/humanist/mezirow.html|Cooper, S. Theories of Learning in Educational Psychology. Jack Mezirow: Transformational Learning Theory.]] Retrieved April 1, 2011. | [[http://www.lifecircles-inc.com/Learningtheories/humanist/mezirow.html|Cooper, S. Theories of Learning in Educational Psychology. Jack Mezirow: Transformational Learning Theory.]] Retrieved April 1, 2011. | ||
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