Sadaf Taimur, Katie Ross · transcript Verlag eBooks · 2023
Throughout childhood -based on our families, language, history, culture, schooling, and all life experiences -an overarching, complex, and mostly unconscious set of beliefs of how the world works are developed.Akin to our own personal philosophy, this entirely unique "worldview" developed over the first two decades of life, is comprised of "frames of reference" (or hidden-meaning structures of assumptions) which we consider to be common-sense, unquestionable truths about what is good, right, true, and valuable.We view and comprehend our experiences through these frames of reference and, consequently, frames of reference shape our feelings, perceptions (views), expectations, cognition, and subsequently guide our actions (Mezirow 1991).Sometimes, however, during life, we experience moments and processes that highlight our unconscious beliefs and instigate significant and lasting changes in our worldview, or more specifically, the "frames of reference" that comprise our worldview (Cranton 1994;Mezirow 1991Mezirow , 1995Mezirow , 1996Mezirow , 2000Mezirow , 2007)).After watching his wife experience such a dramatic shift in her frames of reference, John Mezirow, Professor of Education at Columbia University, coined the term transformative learning to describe this process of deep learning.Mezirow (2003, 58) defined transformative learning as "learning that transforms problematic frames of reference -sets of fixed assumptions and expectations (habits of mind, meaning perspectives, mindsets) -to make them more inclusive, discriminating, open, ref lective, and emotionally able to change".Transformative learning is not a simple process.Humans have the propensity to reject perspectives which are not aligned with their own frames of reference and consider new perspectives illogical or as aberrations (Kaplan et al. 2016).Hence, a disorienting dilemma, which challenges a person's worldview, is often the catalyst for transformative learning.Disorientation happens when someone experiences something not yet contained within their "frames of reference", and hence affects them in deep and profound ways.However, ref lection, discourse, and other tran-
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Lili-Ann Wolff · 2023
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Colleen Halupa · Advances in higher education and professional development book series · 2015
The purpose of this chapter is to provide a theoretical as well as practical overview of transformative learning and how this theory applies to both faculty and students. Transformative learning (TL) is the stage where the educational process becomes more than just a transfer of knowledge; it becomes authentic, true learning. TL is reflective, experiential, student-centered and requires self-directive learners and faculty who are willing to provide meaningful, relevant, problem-based assessment and use a variety of teaching methods. The major tenets of transformational learning and how it applies to learning and curriculum are also discussed in this chapter.
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Barbara O’Toole, Ebun Joseph, David Nyaluke · 2019
Readers wondering why there is reference to ‘race’ in a book targeting educators must realise that global justice education is not a simple, neat, and comfortable area. Rather, as the authors in this book have shown, the reality is laced with questions of power, domination, and racial stereotyping. Many chapters in this volume show how the outcomes for people from the Global South, particularly of African descent, mirror the value we place on products in trade and are echoed in the kinds of representations found in school books and are also reflected in messages conveyed by the media. These examples show that the present is not devoid of imperialist histories and impositions, but that unequal power relationships between North and South have become established and ingrained and that they persist to this day. The most urgent and recurring strand running through this book relates to how messages about Africa and African people in the Global North are predominantly situated in deficit thinking with roots in colonial processes and the privileging of Northern epistemologies. Another key conceptual idea in the book situates race at the heart of the colonial matrix of power; therefore, discussions about race are central to calls for change in the discourse.
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Patricia B. Nemec · Psychiatric Rehabilitation Journal · 2012
The whole point of teaching and training is to have the learners leave in some way different from how they came in-more skilled, more knowledgeable, more self-aware. Transformative learning refers to dramatic change, where the learner achieves a shift in perspective. This shift results from a critical examination of one's own assumptions, values, and beliefs, and of the foundations and expectations of the system in which one operates. Educators are in the change business, and educators focused on implementing psychiatric rehabilitation, recovery-oriented services, and person-centered planning are in the transformative learning business. The shift from a traditional medical model to a recovery perspective, the shift from "illness" to "disability" to "wellness," and the shift from risk prevention to promoting opportunities for growth all require "standing outside ourselves" and looking at a "stark and highlighted picture" of the all-too-common status quo of mental health services today. With the right approach, learners can be developed, encouraged, disrupted, and transformed.
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Mckinnon, John · Lincoln Repository (University of Lincoln) · 2014
<p>In this chapter the dimensions and processes of learning are examined together with the supporting neuroscientific evidence base. Learning is seen as a seamless relationship between mind body and the social environment. Particular focus is given to the concept of transformative learning, reflection and the role of emotion as steerage for this. The author draws on physiology and sociology to discuss the different ways of learning across gender, lifespan development and birth cohorts. The contributions to learning of perception, context and culture are explored. A critique of the feasibility of reflection as a learning tool is balanced against the strengths of propositional knowledge. A number of tools for transformative learning are proposed.</p>
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Frode Soelberg, Larry D. Browning, Jan-Oddvar Sørnes et al. · 2023
This informative book contains a series of autoethnographies written by participants of a program on qualitative methods.
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Susan Crichton, Deb Carter · 2016
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Marja-Liisa Hassi, Sandra L. Laursen · Journal of Transformative Education · 2015
This article introduces the concept of personal empowerment as a form of transformative learning. It focuses on commonly ignored but enhancing elements of mathematics learning and argues that crucial personal resources can be essentially promoted by high engagement in mathematical problem solving, inquiry, and collaboration. This personal empowerment is considered in three forms: self-empowerment, cognitive empowerment, and social empowerment. We report results from semi-structured interviews with undergraduate students who participated in college mathematics classes that implemented inquiry-based learning at four research universities. The findings support the idea that learning mathematics in classroom situations that use student activity, deep engagement, and collaboration can be strongly transformative for individual students. Not only do these courses enhance students’ thinking and problem-solving skills but they also significantly promote self-perceptions, agency and self-regulatory activity, and social skills. Positive elements of these classroom practices for students’ personal empowerment and transformative learning are discussed.
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Norma Nerstrom · International Journal of Adult Vocational Education and Technology · 2017
Events or experiences that have a transformative effect on people's lives can have an even greater impact if they are documented and disseminated through books, articles, or other forms of media. Whether one learns of such episodes through personal interaction or published sources, these personal stories enrich and inform one's own life, providing unique insights that help one to understand oneself and others. Scholars have studied transformative learning for 40 years, but Michael Kroth and Patricia Cranton, in their 2014 book Stories of Transformative Learning, expanded the world's understanding by focusing on firsthand accounts of this phenomenon. Using Kroth and Cranton's work as a backdrop, this article presents stories of adult learners who set out to earn graduate degrees but also discovered a renewed sense of themselves along the way. The stories shared here illustrate how learners' beliefs were constructed, challenged, and then transformed, enabling them to overcome prejudices, increase their self-confidence, and experience a new sense of personhood. The participants' transformative learning experiences were authenticated through interviews, writings, and artistic expressions. Notably, these stories were collected many years after the individuals featured had completed their programs, validating the claim that transformative learning has a long-term effect and that truly transformed people do not eventually revert to their prior ways of thinking and being. A brief literature review is also included.
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Frode Soelberg, Larry D. Browning, Jan-Oddvar Sørnes et al. · 2023
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Patricia Cranton, E. W. TAYLOR · 2015
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Yim Ming Connie Kwong · 2025
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Leah Moss, Andy Brown · Advances in standardization research · 2018
Transformative learning is not the goal or learning objective of a recognition of acquired competencies (RAC) process. The authors of this chapter suggest transformative learning is a possible by-product of this process which is an exercise in critical self-reflection and demonstration of competencies. Although unintentional, the RAC process is somewhat aligned with Mezirow's phases of transformative learning. A challenge is that it is empirically difficult to measure the phases or the outcome of transformative learning. However, by examining the narratives of female immigrant learners in a RAC process, this chapter explores the potential of transformative learning as a by-product of their respective experiences in the recognition of their prior learning.
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The SAGE Encyclopedia of Intercultural Competence · 2015
본 연구는 예비유아교사들의 텃밭활동 경험이라는 학습 맥락으로부터 전환학습의 의미와 가능성을 도출하고자 하였다. 이를 위해 대학 교육과정 내에서 학부 학생 42명을 대상으로 7개월 간 텃밭활동을 실시하였으며, 자료 수집은 현장일지와 준 구조적 심층면담, 현장노트를 통해 이루어졌다. 연구결과, 텃밭활동을 통한 예비교사들은 자연과 관계 맺기 시작하면서 텃밭활동에 대한 정보적 지식을 획득하고, 나와 타인, 자연 간의 관계성을 이해하였으며, 해석적 수준으로 학습 영역을 확장시킴으로써 전환학습과의 연관성을 나타내었다. 본 연구를 통해 나타난 유아교사교육 맥락에서의 전환학습은 생태유아교육에서 추구하는 관계성, 순환성, 다양성, 영성의 교육방법과 같은, 도구적 학습의 영역을 벗어난 수준의 교육방법을 이해하고 실천하도록 도울 수 있는 매개가 될 수 있을 것으로 기대된다.
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Carole Roy · Transgressions · 2016
The fact that these events are festivals is important. The celebratory atmosphere of festivals allows people to relax. In addition, films are usually perceived as leisure, as there are no competency standards to be met, as opposed to work or school where performance is expected. These festivals take place in the familiar settings of their respective communities, yet the nature of the events allows people to suspend daily routines and enter a liminal space outside daily concerns and activities.
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Transformative Learning, Pauline James · 2011
ABSTRACT This paper explores the transformative potential of cultural change in one locale for other cultural worlds, examining how participants in a particular cultural transformation may become influential when positioned as strategic agents in other contexts. A collaborative action research study in teacher education is described, in which mature-age trainee teachers of technology studies (who had previously been tradespeople) initially reproduced significant aspects of their former workplace culture within classes at an institute of education. Ways of enabling cultural production to generate a more open learning climate are described and analysed, particularly the use of narrative as a resource for cultural change. Links between changes in culture, knowledgeable skill levels and identities within a learning group, and subsequent innovations made elsewhere, are also discussed. Such links are related to questions of learning transfer and implications for vocational education are explored.
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Laura Jones Bernhard, Chad Hoggan · 2025
Rooted in the pioneering work of Jack Mezirow, transformative learning theory has evolved over the decades since its introduction to become a cornerstone in understanding how individuals undergo significant cognitive and emotional shifts, challenging and reconstructing their fundamental beliefs, values, and worldviews. After undergoing this transformation, the learner is profoundly changed and no longer looks at nor interacts with the world in the same way. This chapter delves into the concept of transformative learning, drawing on Mezirow's seminal contributions and integrating Hoggan's (2016) typology to clarify the discussion of its multifaceted nature and implications for the learning of civic capacities.
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Magnus Boström, Maria Ojala, Johan Öhman · Edward Elgar Publishing eBooks · 2024
This entry reviews the concept of transformative learning. Transformative learning theory stresses a learning perspective for situations when actors in (self-)critical ways recognize and reassess basic assumptions and expectations that steer their thinking, feeling, and acting. The theory relies on the humanistic assumption that people have, via deliberative acts, inner capacities to change circumstances. Transformative learning is defined as the process through which actors transform problematic frames of reference. The concept has been applied broadly in sustainability studies, including environmental sociology. The entry discusses five such fields of research, with relevance for environmental sociology: (1) environmental and sustainability education research, (2) the role of emotions in relation to, for example, climate change, (3) research on environmental activism, (4) lifestyle change, and (5), on transformative learning on community/organizational levels.
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Anne Pike, Susan Hopkins · International Journal of Bias Identity and Diversities in Education · 2018
On entering prison, prisoners lose their home, their possessions and their very identity as a person, becoming just a number. Transformative learning through Prison-based Higher-level Distance Learning (PHDL) can be the vehicle by which prisoners begin to find a new positive identity as a student. This article argues that PHDL, post-secondary self-study using distance-learning materials, is potentially transformative, leading to positive changes in personal and social identity and making a positive difference to learners' lives during and after incarceration. The study on which this article is based, investigates perceptions of transformative learning for ex-prisoners and prisoners (men and women) who were due for release from 10 prisons in England and Wales. Using the ‘voices' of the participants, this article describes their learning journeys, the motivation to study and the network of support required to overcome the extreme difficulties of study in prison. Although results varied from prison to prison, participation in PHDL produced psychological outcomes including, increased self-awareness, positive identity and resilience. The article concludes that PHDL encourages positive personal change in incarcerated students through transformative learning, with raised hope and realistic aspirations for continuation of learning, employment and a brighter future upon release.
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