Karin's Transformational Learning Literature Review

Individual Literature Review

Karin Gilbert

Ball State University

EDAC 634 Adult as a Learner

February 13, 2020

Transformational Learning Literature Review

Your Name	Commented On
Karin Gilbert	Danielle Wheat

Introduction

Transformational learning is the process of deep, constructive, and meaningful learning that goes beyond simple knowledge acquisition and supports critical ways in which learners consciously make meaning of their lives.  What makes transformational learning different from other adult learning approaches is that it produces more far-reaching changes in the learners than does learning in general, and these changes have a significant impact on the learner’s subsequent experiences. In short, transformational learning shapes people; they are different afterward, in ways both they and others can recognize (Merriam & Brockett, 2007).

The authors of Learning in Adulthood discuss transformational learning theory through seven lenses, including three individualistic conceptualizations and four sociocultural perspectives (Merriam, Caffarella, & Baumgartner, 2007).  Although the seven lenses have unique and distinct characteristics that make them differ, three key concepts emerge. This literature review will focus on these key concepts of transformational learning; experience, critical reflection, and individual development.

General Themes

Theme 1: Experience

Experience is central to an understanding of the adult learner. However, it’s not the mere accumulation of experience that matters. The way in which individuals make meaning of their experience facilitates growth and learning.  This idea forms the foundation of the transformational learning theory (Merriam, et. al., 2007). Two ideas emerge from literature about experience and transformational learning: experiences come in varied dimensions and there are several ways in which experience can be used in learning.

Experiences come in varied dimensions. Direct embodied experience is an immediate encounter in the here-and-now, planned or unplanned, involving us physically, emotionally, sensually, mentally, and perhaps spiritually.  Vicarious experience is when we imagine ourselves immersed in the encounter. Simulated experience is a direct experience planned to be like something real and we relive a past encounter. Collaborative experience is joining others in a shared community of experience whose meaning is constructive together amid conversation and joint action. Introspective experience, such as medication or dreaming, or reading, are powerful forms of experience occurring in a special psychic space (Merriam & Caffarella, 2007).  Malcolm Knowles observed that regardless of the type of experience, adults can use experience as a resource for their and other’s learning (Merriam, et. al, 2007). Stevens, Gerber, and Hendra’s (2010) research on graduate student portfolio development and prior learning assessments (PLA’s) is an example of how multiple experience dimensions can be used in the transformative process. The study involved graduate students writing about past professional and personal experiences (introspective) and critically reflecting and discussing their experiences among peers (collaborative). Another case illustrates how counselor educators used role playing, (simulated) feedback exchange and case study reviews (collaborative) as activities to engage with experiences (Fazio-Griffith & Ballard, 2016).

There are several ways in which experience can be used in learning: teachers link content to learner’s prior experiences, teachers link learning activities to current experiences, and teachers create activities such as simulations, games, and role-plays that lead to critical reflection (Merriam, et. al, 2007). Stevens, Gerber, and Hendra’s (2010) research can be used again here as an example using prior learning experience. Professors had students write prior learning narratives and write on past professional and personal experiences. The counselor educators in Fazio-Griffith and Ballard’s (2016) case introduce the activity of modeling as current experience. In this case, educators modeled experiences that mimic the counseling relationship, turning the classroom into a laboratory for the exploration of new insights. Furthermore, their classroom group activities such as role playing, feedback exchange, and case study reviews demonstrate how simulated learning experiences in practice lead to critical reflection. According to Mezirow’s theory of transformational learning, learning occurs when adult’s frames of reference are challenged. These examples from literature demonstrate how portfolio development, PLA’s, modeling and simulated learning experiences challenge student’s ways of thinking, feeling, and behaving as well as their values and beliefs, in order to transform their habits of mind and points of view.

Theme 2: Critical Reflection

Having an experience is not enough to effect a transformation. What’s valuable is the intellectual growth that follows the process of reflecting on experience. Effective learning does not follow a positive experience but from effective critical reflection, the second key concept (Merriam, 2004). Two adult educators emerge in literature to provide insight on critical reflection in the transformational learning process; Mezirow and Brookfield.

Mezirow differentiates among three types of reflection.  Content reflection is thinking about the actual experience. Process reflection is thinking about ways to deal with the experience such as problem solving. Premise reflection involves examining long-held, socially constructed assumptions, beliefs, and values about the experience or problem (Merriam, et.al., 2007). Mezirow identified that premise reflection can lead to transformational learning.  It can be about assumptions we hold regarding the self (narrative), the cultural systems in which we live (systemic), our workplace (organizational), our ethical decision making (moral-ethical), or feelings and dispositions (Merriam, 2004).  Roberts, Sellers, Franks, and Nelson (2018) researched how transformational learning approaches in social work education emphasized the premise reflection to promote individual and social change. In their research, students worked together in task groups to plan, implement, and evaluate a university-wide collaborative project, Social Work Week, that featured 11 student-led events over five days.  They concluded that this real-world group project experience was consistent with transformative learning.  Students used experience, critical reflection and dialogue to develop a sense of mastery, critical reflection, and change. Students reported changed assumptions about social problems and community needs, professional behavior consistent with social work ethics and values, and a new meaning of functioning as a member of a committee with colleagues and professionals to learn about group practice and the profession of social work.

The most prominent adult educator writing about critical thinking and transformative learning is Brookfield.  His model consists of five phases. Phase one is the trigger event; an unexpected situation that prompts inner discomfort and perplexity. Phase two is appraisal; examining the situation and finding others experiencing the same problem. Phase three is exploration; examining new and different ways of explaining or accommodating the experience that has led to discomfort. Phase four is developing alternative perspectives; try new roles, behaviors, and thinking and gain new perspective. Phase five is integrate these new ways of thinking into life (Merriam, et.al., 2007). Brookfield believes that learning is transformative when it involves fundamental questioning and reordering of how one thinks or acts (Merriam, 2004). A case study on transformative learning through teacher collaboration in professional learning communities (PLC’s) attributed learning success to effective communication, trust, and respect in their interpersonal relationships. In order for teachers to move through Brookfield’s phases of a trigger event to integration, two conditions are required: a nurturing learning environment and mutual trust in team members. These conditions were present in the study, which allowed the teachers to engage in professional dialogue and the exchange of experiences and ideas. As a result, the teachers explored, developed, and integrated new beliefs and ideas about teaching and learning (Steyn 2017).  A second study on teacher PLC’s indicate a third condition for transformative change-making which is that teachers experience “continuous cycles of inquiry-based learning to improve student learning by addressing authentic teaching incidents that emerge in schools” (Lee & Lee, 2018, pg. 464).  Lee and Lee (2018) indicate that true authentic Transformational PLC’s go beyond supporting outcomes of implementing external instructional change for school improvement; they empower teachers to co-create educational values and visions through instructional change. This third condition from Lee & Lee (2018) is consistent with Brookfield’s five phase model of critical thinking and transformation learning.

Theme 3: Individual Development

The key concept that follows experience and critical reflection is individual development. Merriam (2004) explains, “In transformational learning, one's values, beliefs, and assumptions compose the lens through which personal experience is mediated and made sense of. When this meaning system is found to be inadequate in accommodating some life experience, through transformational learning it can be replaced with a new perspective, one that is more inclusive, discriminating, open, emotionally capable of change, and reflective; in other words, more developed.” (pg. 61) Two ideas emerge from literature about individual development and transformational learning: individual development is inherent in and an outcome of the process and that an advanced level of cognitive development is required for transformation to occur.

Merriam, Cafferella, and Baumgartner (2007) explain that individual development is inherent in and an outcome of the transformational learning process. The process of thinking critically, which is mandatory for transforming, is itself developmental. We become better critical thinkers during the process. The process of critical thinking challenges the individual’s mind or consciousness, transforms the capacity for inner dialogue, and allows the individual to be a creative force in the word. Thus, the individual has the capacity to transform the quality of discourse in a group or learning community (Merriam, et. al., 2007).  Development is also the outcome of transformative learning, which is consistent with the growth orientation of all adult learning theories. A model transformative professional development retreat program for teachers and school leaders, funded by The Fetzer Institute and Texas Wesleyan University, is an example of individual development that’s inherent in and outcome of the transformational learning process.  Educators participated in Courage to Teach® programs and Circle of Trust programs that focused on developing inner voice and reflective reasoning. The activities of reflective journaling and small group discussion challenged and transformed the educator’s thoughts and perspectives around meaningful school concerns; thus, individual development was inherent in. The retreat program results indicated growth in personal and professional practice and school culture which shows individual development as an outcome (Miranda, 2012).

A second idea that emerges in literature is that an advanced level of cognitive development is required for transformation learning development.  Merriam (2004) argues that critical reflection requires a high level of cognitive development.  “Being able to critically reflect on fundamental assumptions requires one to be at more developed stages, such as beyond Piaget’s 4^th stage of formal operations. Being able to critically reflect and in particular, to critically self-reflect on our own assumptions as well as those of others, mandates an advanced level of cognitive development” (pg.61).  Merriam’s (2004) argument theory demonstrates how individual development can be inherent in and an outcome of the learning process. “Although cognitive development can be seen as an outcome of transformational learning, I argue that mature cognitive development is foundational to engaging in critical reflection and rational discourse necessary for transformational learning” (pg. 65).  Mezirow (2004) agrees with Merriam that “the fully developed learner arrives at the highest potential for understanding-the capacity to engage in transformational learning development.  However, he suggests it’s the role of the adult educator to help these adult learners acquire the insight, ability, and disposition to realize this potential in their lives” (pg. 69).

Implications

Mezirow (2004) believes there’s a need for adult educators who are interested in the concept of transformative learning to elaborate on the crucially important roles and relationships of effective, intuitive, and imaginative dimensions of the process. He states, “we are all collaborating to build a theory in the process of development” (pg. 70). Several suggestions emerged from literature that would support educator’s application of transformational learning in practice. Following are implications for practice consistent with the above themes: experience, critical reflection, and individual development.

Experience is the foundation for transformational learning. The life experience of an adult learner serves as a resource for their and other’s learning. Educators can help learners make sense of their life experiences by offering a variety of learning activities. Suggestions for practice include: sitting in silence, meditating or reflecting on past experience; writing about past personal and professional experiences in a journal, writing narrative, or story; discussing experiences with others by partner-sharing or in a small group; and simulating past and current experiences through role-playing and games that lead to critical reflection. 

The intellectual growth of learners from reflecting critically on experience can lead to transformational learning. Educators can facilitate critical thinking by asking learners to reflect on the actual experience, think about ways to deal with the experience, and examine long-held, socially constructed assumptions, beliefs, and values about the experience or problem. Suggestions for practice include: an individual writing portfolio; collaborative group discussions; and case studies examined in a learning community.

As an outcome of transformational learning, the process of emotional and cognitive development is essential. A fully developed learner arrives at the highest potential for understanding the capacity to engage in transformational learning development. Educators can prepare learners for individual development by helping learners acquire the insight, ability, and disposition to realize this potential in their lives. Suggestions for practice include: educators conveying his or belief that learning from experience has value; create a safe and supportive environment for learners to be vulnerable; maintain a positive relationship with the leaner; challenge learner’s beliefs, values, and perceptions; and provide a vision of what’s possible in the transformational learning process.

Reflection

            Highlights: The most significant outcome of this literature review for me is seeing how the key concepts of transformational learning can be applied in practice. Specifically, how educators can support learners through the transformation learning process. I concluded that educators can lead learners through activities to make sense of their learning experiences, to think critically, and to prepare learners for individual development. A key discovery is that the role of the educator is to support the transformative learning process and that the transformation, or change, is on the learner. My personal interest is transformational learning in professional development for educators. Professional Learning Communities (PLC’s) and Professional Development Retreats are two programs that emerged on this topic.  

            Process: I started this assignment by reviewing the assignment instructions and resources provided by Dr. Bo Chang.  I found articles on the topic of transformational learning and transformational learning in professional development for educators in the Ball State database. While reading the articles I copied ideas and quotes into a summary table.  This process helped me identify themes, main ideas, and applications in practice.  I was able to organize my paper from the information I captured in the summary table. The summary table and (APA) EndNote resource Dr. Chang shared were the most helpful lessons/tips learned.

Table 2: Summary of the Literature Review

	The main ideas in literature	Application of main ideas in practice
Theme 1:	Experience: Experience is the foundation for transformational learning. The life experience of an adult learner serves as a resource for their and other’s learning. Main ideas: experiences come in varied dimensions and there are several ways in which experience can be used in learning.	Educators can help learners make sense of their life experiences by offering a variety of learning activities.  Suggestions for practice: sitting in silence, meditating, or reflecting on past experience; writing about past personal and professional experiences in a journal; writing narrative; story; discussing experiences with others by partner-sharing or in a small group; and simulating past and current experiences through role-playing and games that lead to critical reflection.
Theme 2:	Critical Reflection: The intellectual growth of learners from reflecting critically on experience can lead to transformational learning. Main ideas: two adult educators provide insight on critical reflection in the transformational learning process; Mezirow and Brookfield.	Educators can facilitate critical thinking by asking learners to reflect on the actual experience, think about ways to deal with the experience, and examine long-held, socially constructed assumptions, beliefs, and values about the experience or problem. Suggestions for practice: an individual writing portfolio; collaborative group discussions; and case studies examined in a learning community.
Theme 3:	Individual Development: As an outcome of transformational learning, the process of emotional and cognitive development is essential. A fully developed learner arrives at the highest potential for understanding the capacity to engage in transformational learning development. Main ideas: individual development is inherent in and an outcome of the process and that an advanced level of cognitive development is required for transformation to occur.	Educators can prepare learners for individual development by helping learners acquire the insight, ability, and disposition to realize this potential in their lives. Suggestions for practice: educators conveying his or belief that learning from experience has value; create a safe and supportive environment for learners to be vulnerable; maintain a positive relationship with the leaner; challenge learner’s beliefs, values, and perceptions; and provide a vision of what’s possible in the transformational learning process.

References

Fazio-Griffith, L., & Ballard, M. B. (2016). Transformational learning theory and

transformative teaching: A creative strategy for understanding the helping relationship. Binghamton: Haworth Press, Inc.

Lee, D. H. L., & Lee, W. O. (2018). Transformational change in instruction with professional

learning communities? the influence of teacher cultural disposition in high power distance contexts. Dordrecht: Springer

Merriam, S. B. (2004). The role of cognitive development in Mezirow’s transformational

learning theory. Adult Education Quarterly, 55(1), 60-68

Merriam, S. B., & Brockett, R. G. (2007). The profession and practice of adult education: An

introduction (Updat ed.). San Francisco, CA: Jossey-Bass

Merriam, S. B., Caffarella, R. S., & Baumgartner, L.M. (2007). Learning in adulthood: A

comprehensive guide (3rd ed.). San Francisco: Jossey-Bass

Mezirow, J. (2004). Forum comment on Sharan Merriam’s “The role of cognitive development

in Mezirow’s transformational learning theory”. Adult Education Quarterly, 55(1), 69-70

Miranda, T. T. (2012). Lessons learned from transformational professional development. San

Francisco: Wiley Subscription Services, Inc., A Wiley Company

Roberts, A. R., Sellers, S. L., Franks, K., & Nelson, T. S. (2018). Teaching note-social work

week: Harnessing the potential of group practice to achieve transformational learning. Washington: Routledge

Stevens, K., Gerber, D., & Hendra, R. (2010). Transformational learning through prior learning

assessment. Los Angeles, CA: SAGE Publications

Steyn, G. M. (2017). Transformative learning through teacher collaboration: A case study.

Noordbrug: Koers Bureau for Scientific Journals