Literature Review: Transformative Learning

Amelia Boggess

EDAC 634

Dr. Bo Chang

Spring 2020

Name	Commented On
Amelia Boggess	Joshua Robinson

Literature Review: Transformative Learning 

The purpose of education is growth and change. Adults participating in education of any kind have a unique tool in their toolkits – experience. Adults make meaning from experiences; educators who practice transformative learning recognize the benefit of harnessing the power of meaning making through reflection which can lead to transformation. Transformative learning is defined as a fundamental change in one’s perspectives including “thought, feeling and will” (Mezirow, p. 105). This transformation “shapes people; they are different afterward, in ways both they and others can recognize” (Clark, page 47).

In 1975, Jack Mezirow conducted interviews with women reentering college. From these interviews, Mezirow and his colleagues were able to identify the process (coined “perspective transformation”) in which substantial change occurred in their ways of thinking (Merriam & Brockett, page 141). Mezirow (et al) ascertained that this change came about “through a process of challenging and revising assumptions that ultimately lead to a new way of engaging in their roles and relationships” (Merriam & Brockett, page 141).  

The 1975 research, coupled with influence from critical theorists, educational philosophers, and psychiatrists led Mezirow to introduce his theory of transformation in 1978. Mezirow stated that the “purpose of transformation theory is to ‘explain the way adult learning is structured and to determine by what process the frames of reference through which we view and interpret our experiences (meaning perspectives) are changed or transformed’” (Merriam & Brockett, page 141).

Over the years, Transformation Theory has been carefully scrutinized, lauded, and criticized. Its contributions to adult education have been significant, and transformational learning can be seen applied in a variety of formal and informal educational contexts today. Throughout literature, there are several key themes which continue to engage researchers and educators. These themes are individual versus sociocultural transformation, experiences that lead to transformation, and the implications for educators and their role in crafting an environment that leads to transformative learning.

Themes

Lenses of Transformation Theory

There are two distinct lenses through which transformative learning is viewed – individual and sociocultural. Though there has been much debate between theorists in regard to the possibility of individual transformation without a necessarily social action element, they are in fact two distinct epistemological beliefs on how transformation can and should occur.

Individual transformation has to do with a fundamental change in a person’s way of thinking and perspective of the world. The goal of this type of transformation is centered on the individual’s way of knowing and meaning making. The primary objective is a type of self-actualization and/or personal development.  (Merriam, Caffarella, & Baumgartner) Who the individual is will play a crucial part in their transformation. “The prejudices, emotions, hopes and expectations of individuals and groups [are] essential dimensions of the learning process” (Thoresen, page 919). These are crafted by an individual’s meaning perspectives, or “the structure of assumptions and expectations through which we filter sense impressions” (Merriam, Caffarella & Baumgartner, page 132). Mezirow found that individual transformation begins to occur when there is some experience or knowledge presented to the individual which goes against this fundamental way of knowing and seeing the world, he coined this a “disorienting dilemma” (Merriam, Caffarella & Baumgartner, page 135).

Sociocultural transformation, though still defined by a fundamental change in an individual’s perspective and way of knowing, views personal empowerment and social transformation as an inseparable part of individual transformation. The ultimate goal is liberation from the oppressive culture and empowerment of the individual to act against the oppressive system. Mark Tennant emphasizes this type of sociocultural transformation as an inherent outcome of individual transformation by referencing philosopher-educator Paulo Freire’s belief that “thought and action are indissoluble aspects of a single dialectical process” (Tennant, page 127).

The Role of Experience

Learning comes from exposure to new knowledge through experiences. However, not all learning is transformational, nor do all experiences lead to transformation. In fact, the same experience had by two individuals may lead one to transformation and not the other. In terms of transformation theory, experience can be the catalyst which sets transformation into motion. Whether directly or indirectly, it is through one’s experience that they are confronted with ideas that change their meaning scheme on a fundamental level. This might be considered a sudden transformative experience, such as an experience that causes a disruption in one’s perspective, as Mezirow’s disorienting dilemma, or it may be an experience that is considered a “nondetermining start” (Nohl, page 39).

In terms of a disorienting dilemma, there is an obvious connection between an experience that forces one to reassess their meaning scheme (a habit of mind or point of view) which in turn leads to a new way of understanding the world (Merriam, Caffarella & Baumgartner, page 133). However, when it comes to a “nondetermining start”, this is wholly different. Arnd-Michael Nohl suggests that not all transformation is directly linked to an initial experience, despite that an experience could inadvertently set things into place for a later transformation. “These first experiences do not in any way predetermine the transformative character of the subsequent process” (Nohl, page 40).

The Narrative Approach

            As previously mentioned, there is a considerable amount of debate amongst practitioners who prescribe to transformational learning theory. There is debate regarding the objective (individual versus social), the phases necessary for transformation (critical reflection versus unconscious change), and to what degree context influences the ability for a transformative experience to be crafted by the educator. The one constant which occurs throughout literature is the use of narratives. A narrative, whether written or oral, is presented as a useful tool within transformative learning. Narration can be used to identify transformation that has already occurred, or to revisit past experiences with new understanding in order to transform one’s way of understanding themselves and the world around them.

            In the pursuit of finding de-contextualized phases to informal transformation, Nohl used narratives of participants to determine where their transformation had occurred in their life. From there, he was able to extrapolate the consistent phases which occur across many contexts of transformation. Tennant discusses the use of narratives in order to either create and understand a fixed and coherent identity, or to reflect on experiences in “a world of multiple an shifting, open-ended and ambiguous narratives and identities” which leads to a transformative, relational view of the self (Tennant, page 129).  

Implications

Theme 1: Lenses

The lens through which an educator views transformative learning is crucial. In order to craft an environment that has the potential to lead to transformation, the educator needs to fundamentally understand the objective: be it individual transformation, devoid of the mandate of explicit social action, or sociocultural transformation. An educator must examine his/her epistemic beliefs about how and for what objective transformative learning takes place in order to effectively facilitate experiences and/or dialogue and reflection. Without doing so would lead to chaos, and be an inevitably fruitless endeavor. Instructors cannot successfully craft an environment of transformation which they do not believe or understand. To counter this, the most significant suggestion would be for the educator spend time in reflective practice on his/her own transformative experiences in order to discover their meaning perspectives on how transformation occurs and for what purpose. Whether through dialogue with others or writing a personal narrative, this examination of beliefs and personal transformation is imperative before attempting to create a transformative learning space.

Theme 2: Experience

In emphasis, experience is the most crucial aspect of transformative learning. The experience of the individual will dictate the outcome of any engagement in intentionally transformative learning environments crafted by the educator. The implication is that the educator is merely a facilitator of exposure to ideas, experiences, and dialogue that can guide a participant to evaluate his/her own experience and what that means to them. Transformation cannot be forced. In order for there to be any hope in educators creating the opportunities for transformation, they must carefully consider the tools they use to craft the participants’ experience within the formal educational setting. There can be no forced outcome, lest it be indoctrination and not truly transformative.

When it comes to creating an authentic learning environment to foster transformative learning through experience, there are a variety of tools an educator can use. After identifying the type of transformative experience they hope their students to achieve (individual versus sociocultural), they must begin with researching other tested methods. Patricia Nemec suggests that the educator must create “a disruptive experience” (Nemec, page 487).  She states, “the theory and practice of transformative learning is based on a recognition that growth comes from discomfort” (page 487). Creating an environment where students are exposed to discomfort may be a necessary element to this experience, but it cannot come in isolation. “The disruption must be accompanied by critical reflection where learners examine their abilities, beliefs, assumptions, and values in ways that change them in some significant way” (Nemec, page 478).  

Furthermore, to whatever extent possible, the educator must use the participants’ prior experience to direct the learning. This idea is tied to the motivation of the learners, a key component in reflection and transformation. “Learners need an opportunity to express their own concerns, needs, and interests” (Nemec, page 478).

“Experience works better as a ‘disruption’ than mere exposure to knowledge” (Nemec, page 488). Some suggestions on facilitating this experience are reading, personal narration, and dialogue – facilitated by the educator but experienced by the learner.

Theme 3: Narration

Narration can be used to examine past transformations and bring them to light, as well as to reflect on past experiences which can lead to transformation. If the objective of the educator is to facilitate individual transformation, one suggestion would be to have students write a personal life narration as an initial assignment. Then, to have them reflect on their experience while writing the narration, and to analyze how their reflection on these experiences changes (or does not change) their initial views. It would be wise to create an assignment that asks them to analyze their interpretations of experiences and to identify what habits or points of view lead them to these beliefs. Then, participants should share these analyses with a group and discuss the similarities and differences. In order for someone to begin to see the world and experience from a new perspective, they must first be capable of reflection and have the opportunity to be exposed to other perspectives.

If the objective of the educator is to facilitate sociocultural transformation, then the steps are similar but not identical. After the initial assignment of writing a life narrative, students should be engaged in dialogue that guides them through reflection on what aspects of culture impacted that narrative. At the culmination of the dialogue, students should be asked to identify issues and concerns that this narration brought up for them. This can be the starting point and basis for reading, further discussion, and a project-based learning of the students’ choosing.

Reflections

            As I read about learning theories and the different philosophies I was struck most by how transformative I found my research to be for me. Perhaps transformative is not the correct wording, as I believe my initial dive into the concept of transformational theory was the “disorienting dilemma” as I experienced a new way of learning, and being taught. But this research still built upon this new way of understanding education and helped me to examine my own values on my position as an educator to facilitate individual versus sociocultural transformation. The highlights of this research and literature review were definitely the criticisms and conflicting views on the theory that I encountered. Each one shined a magnifying lens on my own beliefs about transformation and gave me much to ruminate on.

            The process I took for this assignment was to revisit old text books and articles on transformational learning theory and to review the information. Next, I looked up scholarly articles through the BSU database. While I printed many, many articles (sorry, trees!) I had to narrow it down to articles that complimented each other. Despite this, I still chose one article on the phases of informal transformation because I value opposing ideas. Throughout all of the readings critical reflection was a key element to formal transformative learning. It was necessary for me to examine the idea that transformation theory has a place in informal learning. This helped me to understand how the experience adults bring to the classroom can be a key tool in helping them to understand and identify transformation within their own lives.

            I highly recommend those undertaking this assignment in the future ensure they have chosen a topic of interest to them. Secondly, it is important to narrow down the search when looking for articles. There can be a lot to discover, and knowing some of the overarching themes before heading into the search can be very helpful.

Themes	Implications
Types of Transformative Learning: Individual & Sociocultural There are two distinct views on the objectives/outcome of transformation. The first is an individual change and personal liberation from previously held perspectives. The second is a sociocultural objective wherein individual transformation necessarily leads to liberation from the oppressive culture and action against it.	1.     Educators must reflect on their own transformative experience. 2.     Educators must identify their epistemic beliefs on the purpose of transformation. 3.     Steps 1 & 2 are vital to successfully crafting an authentic learning experience which can result in transformation.
The Role of Experience in Transformative Learning: Experience is the fundamental key to transformation. Whether it be through reflection on experience had previously, or the experiences crafted within a classroom.	1.     Educators must recognize the experience adults bring to the classroom and utilize this to direct learning. 2.     Educators can utilize past experience or craft their own “disruptive experience” to engage students. 3.     Experience is key to transformation, and it is highly individual. Two students can engage in the same course and not result in the same transformative experience.
Narration as a Tool for Transformation: Narration is a key to reflecting on past experience and a tool for engaging students in an attempt to provide the opportunity for individual or sociocultural transformation.	Educators can utilize narration as a spring board for personal identification of previous transformation, or as a tool to critical reflection of the students’ self and the world around them.

References:

Clark, M. C. (1993). Transformational learning. In S. B. Merriam (Ed.), An update on adult learning theory. New Directions for Adult and Continuing Education, No. 57. San Francisco: Jossey-Bass.

Merriam, S. B., & Brockett, R. G. (2007). The Adult Learner and Concepts of Learning. In The Profession and Practice of Adult Education: An Introduction (pp. 140–143). San Francisco, CA: John Wiley & Sons.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Transformational Learning. In Learning in Adulthood (Third, pp. 130–158). San Francisco, CA: Jossey-Bass.

Mezirow, J. (1978). Perspective transformation. Adult Education Quarterly, 53, 99-118.

Nemec, P. (2012). Transformative learning. Psychiatric Rehabilitation Journal., 35(6), 478–479. https://doi.org/10.1037/h0094585

Nohl, A. (2015). Typical Phases of Transformative Learning. Adult Education Quarterly., 65(1), 35–49. https://doi.org/10.1177/0741713614558582

Tennant, M. (2006). Transformative Learning. In Psychology and Adult Learning (Third, pp. 122–135). New York, NY: Routledge.

Thorsen, V. W. (2017). How transformational learning promotes caring, consultation and creativity, and ultimately contributes to sustainable development: Lessons from the Partnership for Education and Research about Responsible Living (PERL) network. International Review of Education, 63(6), 915–934. doi: 10.1007/s11159-017-9688-4