Peace Education as Transformative Education

Mezirow's transformative learning is defined as “an orientation which holds

that the way learners interpret and reinterpret their sense experience is central to
making meaning and hence learning.” Put in simple terms, transformative learning is
the idea that learners who are getting new information are also evaluated.

Transformative learning process definition, examples, and how it can be applied

in the classroom.
Everyone learns differently, and understanding the different ways that humans
learn is crucial to educational success. Teachers and students alike can greatly benefit
from understanding how learning works for different students. By understanding how
learning happens, educators can maximize their efforts and create classrooms where
learners can thrive.
Transformative learning is one theory of learning, and particularly focuses on
adult education and young adult learning. Transformative learning is sometimes called
transformation learning, and focuses on the idea that learners can adjust their thinking
based on new information. Jack Mezirow is known as the founder of transformative
learning. Jack Mezirow began this theory of transformational learning when he did
studies on adult women who went back to school. Mezirow's initial research led him to
theorize that adults don’t apply their old understanding to new situations, instead they
find they need to look at new perspectives in order to get a new understanding of things
as they change. 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. Adult education
and adult learning is key in this theory, as children often don't have the same kind of
transformation with their learning experiences. 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. 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.
Current and aspiring educators can greatly benefit from understanding learning
theories and learning models, and implementing strategies in their classrooms that help
them appeal to more learners. Learn more about Mezirow's transformative learning
theory and how you can apply it in your classroom, particularly for older students.
Understanding Mezirow's transformative learning theory.

Mezirow's transformative learning is defined as “an orientation which holds that the way
learners interpret and reinterpret their sense experience is central to making meaning
and hence learning.” Put in simple terms, transformative learning is the idea that
learners who are getting new information are also evaluating their past ideas and
understanding, and are shifting their very worldview as they obtain new information and
through critical reflection. It goes beyond simply acquiring knowledge, and dives into the
way that learners find meaning in their lives and understanding. This kind of learning
experience involves a fundamental change in our perceptions—learners start to
question all the things they knew or thought before and examine things from new
perspectives in order to make room for new insights and information. Many learners and
experts agree that this kind of learning leads to true freedom of thought and
understanding.
Mezirow says that transformative learning has two basic focuses—instrumental
learning and communicative learning. Instrumental learning focuses on task-oriented
problem solving, and evaluation of cause and effect relationships. Communicative
learning focuses on how people communicate their feelings, needs, and desires. Both of
these elements are important in transformative learning—students need to be able to
focus on different types of their understanding and view new perspectives that are both
logical and emotional in order to challenge their previous understanding.
Meaning schemes or meaning structures are another important element of the
transformative theory and transformational learning according to Mezirow. Perspectives
and meaning schemes two major elements of meaning structures, and are our
predispositions and assumptions, which set the state for our expectations. A meaning
 structure is basically the concepts, beliefs, judgments, and feelings that shape an
interpretation of information. Students are able to understand their meaning structure
through self-reflection, self-directed learning, and critical theory. They are able to
critique their assumptions to understand if what they understood as a child still holds
true now that they are an adult. We are thereby able to understand ourselves, and our
learning better. The understanding of our past perspective and the ability to look at new
structures and perspectives are key to the transformative learning theory.

The phases of transformative learning.

In the transformative learning theory there are typical phases that adult education
learners follow. These phases are key in helping adult education learners transform
their prior notions as they get new information and insight.
● A disorienting dilemma. A disorienting dilemma is a situation where a learner finds that
what they thought or believed in the past may not be accurate. This is the first part of
transformational learning. This can be an “a-ha” moment where a student hears or
consider something they may not have understood before. This disorienting dilemma
can be uncomfortable or challenging for students, but is the key spark in starting a fire
of transformational learning.
● Self-examination. After a disorienting dilemma, students will do a self-examination of
their beliefs and understanding. They will think about their past experiences and how
they connect to this disorienting dilemma. This can create a perspective transformation,
where students understand that their perspective may not be the only perspective.
● Critical assessment of assumptions. Students in this phase of transformational learning
are able to take a more comprehensive look at their past assumptions and review them
critically. They are able to accept that perhaps some of their past assumptions were
wrong, and are thereby more open to new information and thoughts. This creates
perspective transformation as they are able to look with more unbiased eyes at their
own past.
● Planning a course of action. After students understand how their past assumptions and
beliefs may have been wrong and have a perspective transformation, they are able to
plan a course of action. They are able to consider what kinds of learning they will now
need to more fully understand a problem or situation. They will be able to have a
strategy for learning new things, seeing new perspectives, talking to new people, and
more.
● Acquisition of knowledge or skills to carry out new plan. Now is the time for students to
carry out their plan and get further in their transformational learning. They may have to
learn new things and consider different perspectives in order to fully enhance their
learning. This may take extensive work and effort, but this is where the real learning is
happening.
● Exploring and trying new roles. As part of transformational learning, we need to act. In
transformative learning, exploring and trying to understand changes is key to success. It
 goes beyond just learning about something, but actively working to understand and
experience new things for yourself.
● Building self-efficacy in new roles and relationships. Self-efficacy involves us being able
to make our own decisions and have our own beliefs. As we follow transformative
learning phases it’s extremely important to build confidence in our beliefs and
understanding, and to continue to practice this transformative cycle as we move
forward.
Putting transformative learning theory into practice.

As an educator it’s important to help students learn using different kinds of learning
strategies. The transformative learning theory can be especially important for older
students to be able to grasp new ideas and concepts. There are many ways that
educators can introduce this kind of learning into their classroom, including:
Give students chances to learn about new perspectives. Teachers can provide an
action even or disorienting dilemma inside their classroom. A picture, story,
demonstration, or guest that doesn’t quite meet what they’ve understood can help do
this. For example, students can learn about different political parties by actually meeting
political candidates. They may have certain beliefs about government, but meeting a
candidate who is kind and passionate about different viewpoints could be an action
event for them. Similarly, teachers can introduce diverse authors and literature into the
classroom, helping students see things from a perspective that isn’t like their own.
Help students identify and question their assumptions. In the classroom it’s
important for students to critically analyze their assumptions. Teachers can model this
behavior by sharing stories of how their own understanding and perspectives have
shifted, how they have been able to analyze their own beliefs, and more. Teachers can
give journal questions that help students by giving questions that they can ask about
their own assumptions, give opportunities for students to share, and provide writing and
reflective time for students to analyze.
Create opportunities for critical discourse. In a classroom that is focused on
transformative learning, there must be opportunity for critical discussions. Teachers can
help students have these critical discussions by providing space for conversation,
helping students create pro and con lists of literature or articles, giving students
opportunity for debate, or requiring students to prepare both sides of a debate to
understand how there are multiple perspectives always at play. Additionally, small group
discussions and activities can help students with this critical understanding. This kind of
classroom work can help students really embrace other thoughts and experiences
different from their own.
Transformative learning examples. There are many ways that educators can use
transformative learning in their classroom. For example, when students are learning
about world religions, teachers can introduce literature and articles that discuss different
religions, helping them gain new perspectives and understanding. Additionally, teachers
can give students an assignment to go and interview different people about their
perspectives on a historical event. This helps students get many points of view and
perspectives. Another way teachers can use transformative learning in the classroom is
to give students contrasting articles on a topic, and ask them their thoughts and insights
on the different elements of each article. This helps them to question their own
understanding and move through the process of learning.
Staying up-to-date on current best practices.

Educators can greatly benefit from continuing their education to learn more about
learning theories and implementation practices. If you’re a current teacher, a master’s
degree in education can help you learn more about pedagogical practices and continue
your own learning. Staying up-to-date on best practices is vital for the continued
success of your classroom, and a degree is an ideal way to enhance your learning.
Transformative Peace ​is a mission based consultancy focused on conflict resolution,
preventing violent extremism of all forms, and building inclusive peace processes. Our
work is grounded in the belief that peace is fundamental right, and that all members of
society are entitled to a role in peacemaking efforts. Transformative Peace ​is a mission
based consultancy focused on conflict resolution, preventing violent extremism of all
forms, and building inclusive peace processes. Our work is grounded in the belief
that peace is fundamental right, and that all members of society are entitled to a role in
peacemaking efforts.
Transformative learning is absolutely critical to the process of peace education. ...
Our knowledge, behaviors, and actions are influenced by this worldview, and must
change in order to shift towards a culture of peace. Therefore transformative
learning is a necessary part of peace education.

WHAT IS DIGNITY?
There is a considerable amount of literature about the subject of dignity in the
care of the older person and you will have seen increasing coverage of the subject in
your professional reading, in the media and on the Internet. Once you start reading and
thinking about the subject of dignity you will see that the term is used in several
overlapping ways covering two perspectives.
∙ Dignity is a quality of the way we treat others. Dignity is one quality of our
behavior and actions towards others (e.g. ‘the person was treated with dignity’). You will
find that when discussing care of older people, dignity seems to be most often
considered from this perspective.
∙ Dignity is a quality of a person’s ‘inner-self’. Everyone has psychological needs
and these are related to feelings of self-respect, self-esteem and self-worth. The term
‘dignity’ can be used in more complex ways for example:
❖ Expectations of being treated with dignity. People want to be treated with
dignity and most people have a very individual finely tuned sense of
whether or not they are being treated with the dignity they believe they
deserve. Some older people may have considerable expectations with
feelings of self-worth associated with previous achievements or status.
 ❖ Appearing and acting dignified. Dignity can be used to describe how
person can appear or behave (e.g. looking or acting dignified’). Firstly, the
outward appearance or behavior of a person may be a direct indication of
how they feel about themselves (self-esteem). Secondly, maintaining a
dignified appearance may be a major contribution to whether a person is
treated with dignity by others. It takes training and experience to see past
how a person looks or acts and to treat them with dignity even when they
themselves do not look or act in a dignified way.
The Dignity and Older Europeans (DOE) Project Study (2004) (Note 1) produced
a succinct and perceptive classification of four ‘types of dignity’:
∙ Dignity of the Human Being (Note2). This type of dignity is based on the
principle of ‘humanity’ and the ‘universal worth’ of human beings and their ‘inalienable
rights’- which can never be taken away. This is a moral approach, which considers that
we all have a moral obligation to treat other human beings with dignity because of the
belief that all human beings have ‘nobility’ and ‘worth’ and people need to be treated
with dignity as part of fulfilling their human lives. Various international conventions and
legal instruments define this in terms of human rights and how all human beings ought
to be treated. This brings with it other ideas such as ‘equality’, where, for example, it is
expected that all people merit treatment as human beings on an equal basis, whoever
they are, whatever their age, whatever their background, how they are behaving or
whatever they may be suffering from.
∙ Dignity of Personal Identity. This form of dignity is related to personal feelings of
self-respect and personal identity, which also provides the basis for relationships with
other people. Most people have a self-image and wish to be treated by others in the
manner they believe they deserve. Most people have a very finely tuned sense of being
treated in a dignified or an undignified manner. It is relatively easy to damage a person’s
perception of their self-esteem and self-worth with a few harsh words or with physical
mistreatment. On the other hand, many people are quite robust and manage to keep
their personal self-esteem, whatever bad happens to them.
∙ Dignity of Merit. This form of dignity is related to an older person’s status. Many
older people are proud to have held positions in society, been awarded honors and had
significant achievements in their lifetime. Uniforms, awards, badges and titles all bring to
the owner a level of respect and dignity in society. Older people have a reasonable
expectation of continued recognition for their achievements as they become older and
can be very disappointed when this does not happen.
∙ Dignity of Moral Status. This is a variation of dignity of merit, where some
people have a personal status because of the way they are perceived and respected by
others. This type of dignity is difficult to appreciate because the meaning and value of a
person’s moral status will vary from situation to situation and time to time. Unlike
permanent awards or honors based on merit, an individual’s moral status is not
something everyone recognizes. For example, an unelected community leader may well
have a moral status and be treated with considerable dignity by members of that
community. Yet to others, this unelected individual may be seen as having no legitimate
right to represent anyone and just be ignored. In this sense dignity of moral status will
be very much in the eye of the beholder. This is a complex aspect of delivering care with
dignity. Older people will have an expectation of continued recognition of their previous
moral status no matter how volatile that was. with physical mistreatment. On the other
hand, many people are quite robust and manage to keep their personal self-esteem,
whatever bad happens to them.
∙ Dignity of Merit. This form of dignity is related to an older person’s status. Many
older people are proud to have held positions in society, been awarded honours and
had significant achievements in their lifetime. Uniforms, awards, badges and titles all
bring to the owner a level of respect and dignity in society. Older people have a
reasonable expectation of continued recognition for their achievements as they become
older and can be very disappointed when this does not happen.
∙ Dignity of Moral Status. This is a variation of dignity of merit, where some
people have a personal status because of the way they are perceived and respected by
others. This type of dignity is difficult to appreciate because the meaning and value of a
person’s moral status will vary from situation to situation and time to time. Unlike
permanent awards or honors based on merit, an individual’s moral status is not
something everyone recognizes. For example, an unelected community leader may well
have a moral status and be treated with considerable dignity by members of that
community. Yet to others, this unelected individual may be seen as having no legitimate
right to represent anyone and just be ignored. In this sense dignity of moral status will
be very much in the eye of the beholder. This is a complex aspect of delivering care with
dignity. Older people will have an expectation of continued recognition of their previous
moral status no matter how volatile that was.

Upholding Human Dignity

Upholding Human Dignity is the center of the values system that we associate
with social peace. Human Dignity defined as the fundamental innate worth of
a human being, a principle that is now universally accepted but has not taken root in
the actual practices of many governments, communities and other non-state actors.
Dignity is one of the most important things to the human spirit. It means being
valued and respected for what you are, what you believe in, and how you live your live.
Treating other people with dignity means treating them the way we'd like to be treated
ourselves. Dignity is one of the most important things to the human spirit. It means
being valued and respected for what you are, what you believe in, and how you live
your live. Treating other people with dignity means treating them the way we'd like to
be treated ourselves.
WHAT IS RESPECT?
‘Respect’ is a term which is intimately related to ‘dignity’. ‘Respect’ is a verb
(action or doing word) and is probably the most important action word used to describe
how dignity works in practice. The Concise Oxford Dictionary describes the action
meanings of the word ‘respect’ as:
‘paying attention to’
‘honoring’
‘avoid damaging - insulting - injuring’
‘not interfering with or interrupting’
‘treating with consideration’
‘not offending’
Therefore, dignity is brought to life by the level of respect given to peoples’:
Rights and Freedoms
Capabilities and Limits Privacy,
Personal Space &Modesty
Culture
Habits and Values
Freedoms
Individual beliefs of self-worth
Personal merits
Reputation
Personal Beliefs

THINKING ABOUT AND UNDERSTANDING DIGNITY

You will see increasing coverage of the subject of Dignity in your professional reading,
and in the media and on the Internet. It can be an emotional subject. To give you a clear
framework and to help you think about and understand the subject of dignity in care of
the older person it is recommended that you consider the ideas of dignity from linked
two points of view:
∙ Human Rights
∙ Human Needs
● Human Rights
SUMMARY OF THE UK HUMAN RIGHTS ACT (1998) Article
1. Introduction Article
2. Right to life Article
 3. Prohibition of torture, and inhuman, degrading or humiliating treatment (Abuse)
Article
4. Prohibition of slavery and forced labor Article
5. Right to liberty and security Article
6. Right to a fair trial Article
7. No punishment without law Article
8. Right to respect for private and family life Article
9. Freedom of thought, conscience and religion Article
10. Freedom of expression Article
11. Freedom of assembly and association Article
12. Right to marry Article
14. Prohibition of discrimination Article
16. Restrictions on political activity of aliens Article
17. Prohibition of abuse of rights (unless objective reasons) Article
18. Limitation on use of restrictions on rights
Protocol
● Protection of property
Additional Protocols
● Right to education
● Right to free elections
● Abolition of the death penalty
It is important to understand that while the Human Rights Act protects rights and
freedoms, the Act also aims to ensure that not just the individual, but everyone’s, rights
and freedoms are properly respected. This means that one person’s individual’s rights
will sometimes have to be balanced against another’s, often in a court of law. The wider
interests of the whole community will also sometimes need to be taken into account and
may take precedence over an individual’s rights and freedoms. Some Rights may be
limited under explicit circumstances as described in the Act for example where a person
is lawfully imprisoned. In other cases rights may be qualified with restrictions associated
with respecting the rights of others (such as you cannot say anything you like about
another person) or where there may be issues of national security or public safety, crime
prevention or the protection of health or morals. In general terms the Human Rights Act
is about respecting the rights of everyone. If an older person’s human rights and
freedoms are breached, then they should have an effective solution in law, even if the
breach was by someone in authority.
Human Needs
All people have complex overlapping personal psychological needs. Typical human
psychological needs which are relevant to thinking about dignity are, for example:
∙ The need to have personal identity, self-respect, self-esteem, self-worth and
resilience.
∙ The need to feel respected by others.
∙ The need to be treated as an individual.
∙ The need to have independence, choice and control in our personal life.
∙ The need to develop and maintain inter-personal relationships.

Reference:
https://activity.scar.gmu.edu/articles/reflections-transformative-education-toward-
peace-learning-systems
https://www.peace-ed-campaign.org/event/transformative-peace-education-from-
conflict-to-dialogue-in-theory-and-practice/2020-10-29/