Transformative learning has also been called transformational learning. It is a theory of adult learning that was created by Jack Mezirow in 1978. This theory states that adult learners will use different ideas, concepts, beliefs and contracts to understand their surroundings. It is a focus of aiding the adult learner to change the way they approach the world around themselves as well as their thoughts on themselves.
Transformative learning aids the adult learner to change their framework or their understanding of the world around them. It occurs through problem solving, tasks and reflection. Mezirow posited that learners would use transformational learning to challenge their current beliefs to expand their thinking.
These learning transformations occur when the adult learner is faced with a problem that will challenge their current beliefs. They will need to bridge the gap between what they have been taught or believed to what is the new truth. This requires continually critical reflection on perceived observations, actual observations, truth and relying on the ability to adapt the knowledge.
One of the greatest benefits of transformational learning is that the learning is retained. The adult learner will remember the new information and will even apply it to new situations. In other words, transformational learning promotes higher levels of critical thinking skills.
Another benefit is the personal development of the learner. Not only does the learner gain knowledge in a pure sense, but they also will gain knowledge of themselves. Their assumptions of themselves and the world around them will alter.
The learner will also learn theoretical skills to challenge other assumptions or principles. They will begin to look at other long-held beliefs or knowledge and start to methodically question their veracity.
Learners will not only gain a greater understanding of the new knowledge, but they will develop themselves as a learner. They will then be able to apply these critical thinking skills to new situations.
On the negative side, transformational learning is not an option for all learning situations. It is suggested that it would be an ineffective approach for relationships, emotions or feelings. The continual questioning and reflection process would actually be detrimental for the emotional wellbeing of the adult learner, causing them to question the truthfulness of even the most basic of thoughts.
Some adult learners using transformational learning explain their difficulties in sharing their learning process for fear of judgment and criticism.
How can you implement transformative learning?
One method is to simply choose a topic. It does not have to be a controversial topic. Any topic will do. Just ensure that there is enough information available to students. Collect information for both sides of the topic including pros and cons. You do not need to collect everything. Just a sampling. Allow your adult learners to do their own digging. (Be sure to teach them the importance of using valid and reliable sources.) Encourage them to record their thoughts and impressions.
After the learner has looked at the information for both contrasting sides of the topic, ask them to share their thoughts and insights. Draw upon the notes that they kept. After they share their thoughts, ask them questions and guide the learner through the questioning process.
The goal is not to change their minds from one side or another of a controversy, but rather to get the learner to consider different views and look at their preconceived knowledge and opinions.
Although there are positives and negatives to using this learning methodology, many adult learners state that it is a gratifying experience despite the challenge.
By Tracy Atkinson
Tracy Atkinson, mother of six, lives in the Southwest with her husband and spirited long-haired miniature dachshunds. She is a teacher, having taught elementary school to higher education, holding degrees in elementary education and an EDS in higher education. Her passion is researching, studying and investigating the attributes related to self-directed learners and learning styles. She has published several titles, including MBTI Learning Styles: A Practical Approach, The Art of Learning Journals, Calais: The Annals of the Hidden, Lemosa: The Annals of the Hidden, Book Two, Rachel’s 8 and Securing Your Tent. She is currently working on a non-fiction text exploring the attributes of self-directed learners: The Five Characteristics of Self-directed Learners.
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