(16)Transformative Learning Theory

What is it? (Marie)

Transformative Theory defined by the article, Mezirow and the Theory of Transformative
learning, as the “‘process by which learners become aware of and increasingly in control of
habits of perception, inquiry, learning and growth that have become internalized’”.
Transformative learning is adaptive learning that focuses on critical reflection. The blog
from Western Government University What is the Transformative theory states that
Transformative theory focuses on the idea that “learners can adjust their thinking based on
new information”. It is prominently noted from this blog that this theory stems from adult
learners and adult learning. To quote,
“Mezirow theorized that students had important teaching and learning
opportunities connected to their past experiences. Mezirow found that critical
reflection and critical review could lead to a transformation of their understanding…
Mezirow found that adult learning involves taking the very things we believed and
thought as a child, and letting critical reflection and teaching impact the
transformation to what we should believe and understand now.”
Transformative learning provides a basis for adaptive learners. Mezirow implies that if a
person instills information as a young child, but something comes to challenge that
information, adults should take the time to reflect and question their preconceived
knowledge. Many times, these moments that challenge our preconceptions come in the
form of cultural awareness, and the culture boundaries we live in. The world views each
person harbors are different for each of them. In cultural anthropology, there is an
acknowledgement of the unique cultural identity and individual identity in communities.
Across cultures, the symbolic nature of what people view the world as shifts from person to
person. A person can easily generalize and assume all peoples think that way, or the way
they think is the correct way. Mezirow’s theory pushes the concept of gaining new
information, something beyond one’s own culture and/or independent sphere and in
contrast they reflect on the past as well as the present information to transform their
knowledge. Mezirow emphasizes that to be transformative, one must not only experience a
life altering experience, but implores people to have a “critical reflection reflection on the
experiences themselves” (Adult Learning). When a person is challenged, an example being If
their political views were challenged and their whole life they were to know one thing as the
correct answer, the answer is not to believe that new information whole heartedly, but to
reflect deeply on the experience they had to make new connections. To quote and
summarize, “Mezirow’s theory has developed into a larger idea that our world view is
changed the more we learn, and that helps us grasp new concepts and ideas” (What is
Transformative Learning Theory).

Further information relating to transformative theory; Mezirow states there are two
learning types that further understanding: instrumental learning and communicative
learning. Instrumental learning is defined by learning that “focuses on task-oriented
problem solving, and evaluation of cause and effect relationships [while] communicative
learners focuses on how people communicate their feelings, needs, and desires” (What is
the Transformative theory). These structures prompt on the “emotional and logical”
processes of how to process new information from what was previously not known.
Instrumental learning is watching and observing why things happen that can be observable.
Communicative allows for the ability to explore oneself and others behind communications

Who said it?

Jack Mezirow is the man who coined this theory. In the article,
Mezirow and the Theory of Transformative Learning, it states
that much of this thesis was based on key ideas on
Habermas’s Critical Theory and the domains of learning.
Mezirow himself recognized the critical role of adult learning.
He stated the critical role of self reflection and internal
discourse revolving around adulthood education. He was
inspired by seeing his wife return to graduate school (Jack
Mezirow, who Transformed the Field of Adult Learning). When it
came to developing the theory he also looked back at meaning
making and how we make meaning. It is about how adults
interpret concepts and their values that revolve around the intellectual and emotional.

“Such thoughts grow up unconsciously and without reference to the attainment of

correct belief. They are picked up - we know not how. From obscure sources and by
unnoticed channels they insinuate themselves into acceptance and become
unconsciously a part of our mental furniture. Tradition, instruction, imitation… are
responsible for them. Such thoughts are prejudices, that is, prejudgments not judgments
proper that rest upon a survey of evidence”

“The process of becoming critically aware of how and why the structure of our
psychocultural assumptions has come to constrain the way in which we perceive our
world, of reconstituting that structure in a way that allows us to be more inclusive and
discriminating in our integrating of experience and to act on the new understandings”
(Mezirow and the Theory of Transformative Learning )
-Mezirow

Key Concepts
The main theory concept is to make meaningful perspectives, gaining understanding that
challenge the preconceptions of one’s knowledge and then critically reflect on both the
knowledge you had before as well as the knowledge given now. Mezirow that the way to
apply this theory is through multiple phases of understanding. These are the processes of
critical reflection that make a person an independent thinker and someone who becomes
open minded to new information being given.

The Phases of Transformative Learning:

• A disorienting dilemma - Learner finds they believed in the past in not correct. It can be
considered uncomfortable or challenging which leads a person to transform their
understanding.

• Self-examination with feelings of fear, anger, guilt or shame;

• A critical assessment of assumptions;

• Recognition that one’s discontent and the process of transformation are shared;

• Exploration of options for new roles, relationships and actions;

• Planning a course of action;

• Acquiring knowledge and skills for implementing one’s plans;

• Provisional trying new roles;

• Building competence and self-confidence in new roles and relationships;

• A reintegration into one’s life on the basis of conditions dictated by one’s new
perspectives. This relates to making our own decisions on information after processing the
belief. This allows us to build more of a foundation for our beliefs or change and adapt our
beliefs.

(Mezirow and the Theory of Transformative Learning)

Knowledge is acquired by experience, critical thinking, andself reflection. The best way to
approach teaching this theory that revolves around experience, self reflection, and critical
thinking is teaching an age group of older students. Transformative theory relies on the
basis that the students learn new information that challenges their pre-notions of what
they already know and what has been instilled in their learning.

So What?

Perspectives; education is all about providing alternative perspectives and allowing

students to come up with their own conclusions to information given. Students need
self-reflection and critical thinking skills. Transformation learning provides a deeper
understanding of the peoples and ideologies in the world we live in. Having students reflect
on their own biases allows them to go beyond the surface level information being taught.
Education is followed by discourse and different ideas that revolve around what students
believe. People all come from different backgrounds and pick up different information over
the years. Sharing information in the classroom is a part of how we communicate and make
meaning by relating information previously known. The classroom is a place of critical
discussion on what they know and what they don’t know. Talking, writing and processing is
how transformative learning becomes introduced to the classroom. Experiencing conflict
and bringing one’s own life skills changes the discourse as well, and makes learning
become transformative. Learning to also have an open mind when something comes to
challenge the information one may know whether you be an educator or a student is
imperative to be a part of the transformative learning process.

Transformative learning is a major part of art ed. Individuals and cultures have multiple
different perspectives because people make meaning. There are conflicting views that may
not be in line with what a person is taught, but people can take time to reflect on the why.
An example in art is the association of colours. In predominantly white American culture
many people view the colour black as a funeral colour while in other cultures the colour
black is seen as lucky. This is an example of symbolism and transformative theory co-inside.
People’s cultural context and up-bringing changes meaning, and can challenge other
students' meaning making as well. An art history example of transformative learning is
looking back into impressionism and the usage of paint and colour. During that time, there
was discourse about usage of paint and colour going outside of the academy. This is
discourse and perspective changing on how paintings should operate. It challenges one
view on what a painting can be and how it can be painted.
Transformative theory challenges assumptions. In the art classroom, students tend to find
that art can only be a certain way. Using Transformative theory, it can challenge students'
assumptions on how to make art and what constitutes art. Giving chances to experience
different types of art making using similar materials also challenges the notion of what can
constitute art. Giving students new material perspectives makes them reflect from what
they have previously known, and process the materials by creating.

From Theory to Practice:

The theoretical framework can be applied even looking at the different era’s of art and
across the cultural world. Instead of saying one art era is better because of x/y in creating
art, students can be encouraged to understand why certain cultures and times used a
certain style of way of creating. Students have opinions on what can be considered better,
but by challenging students' own bias on what can be considered good art they can be
more open to why people create the art they do. To narrow it down from a wide range of
timelines, a teacher can show and display art across the globe from the 1900’s from
Europeans in the academy, impressionists, traditional Japanese artists, Indigenous art from
across the globe, people involved in the arts and crafts movement, etc, and challenge
students on what can be considered art and good art. Having them write and engage in
discussions and analyzations of the works gives them time for them to challenge what they
know about art and the cultural influence of art.

Reflecting
I quite liked this theory. When it comes to challenging our own biases and processing them
is challenging. Allowing students to do this in the classroom is transformative! Allowing for
critical assessment of what you have previously known and what you know now is a skill
that Mezirow heavily implores in adults. It allows students to challenge the preconceptions
and allow for different perspectives and open-mindedness to new ideas. Too often we are
polarized and stuck in the ways we believe. We shut down any new information and refuse
to engage in them. Transformative theory removes this, and allows the students to
marinate in new ideas and concepts. It also proposes self thought and internal thoughts
while approaching social, political, religious, and culture views. It allows students to chew
and determine their own beliefs.

I can imagine using this theory in my own teaching. Critical thinking and critical reflection is
a large part of my own beliefs. Students must be active in challenges that they know for
they have room to grow, and be able to change and adapt. The world is always moving and
what we know is changing, expanding, and alternating. Shutting down and only staying
stuck in what you knew and learned years ago makes you a stunted learner. In my
classroom, students will consistently be challenged and must look at the world outside of
themselves. They must take the time to reflect on their previous feelings about a topic, and
their now transformed view on that said topic. I will definitely encourage discourse
discussions and allow for discussions to come back after reflecting. Learning things that
challenge your previous understanding, but taking time to process allows students to have
that more open mindedness to new topics. Embracing perspectives is imperative, but
creating an environment where students can gradually allow themselves to embrace and
critically decide for themselves is truly informative.

References

“What Is the Transformative Learning Theory.” Western Governors University, 25 Oct.

2022,

www.wgu.edu/blog/what-transformative-learning-theory2007.html#:~:text=Transforma

tive%20learning%20is%20one%20theory,thinking%20based%20on%20new%20informat

ion.

https://www.wichita.edu/services/mrc/OIR/Pedagogy/Theories/transformative.php

https://meridianuniversity.edu/content/what-is-transformative-learning

https://www.normfriesen.info/files/Mezirows_overview_transformative.pdf

https://www.researchgate.net/publication/325117850_Mezirow_and_the_Theory_of_Transf

ormative_Learning
https://epale.ec.europa.eu/sites/default/files/transformative_learning_theory_and_transfor

mation_in_adult_education.pdf

https://www.tc.columbia.edu/articles/2014/october/jack-mezirow-who-transformed-the-fiel

d-of-adult-learning-d/