Mat Murphy Transformational Learning Literature Review

Literature Review: Transformational Learning Group 5

By Mat Murphy

Merriam, Caffarella, & Baumgartner (2007) state, “Transformative or transformational (terms used interchangeably in the literature) learning is about change—dramatic, fundamental change in the way we see ourselves and the world in which we live” (p. 130).

Your Name	Commented On
Mat Murphy	Joshua Robinson (Group 3)

Introduction

At the turn to the 21st century, educational theorists brought forth discussions of transformative learning. Transformational learning looks through lenses categorized by individual conceptualizations and sociocultural perspectives, falling into three important concepts: experience, critical reflection, and development. Jack Mezirow, Laurent Daloz, and Robert Boyd focused on individual perspectives, and the best sociological perspective was Freire’s social-emancipatory view of transformative learning (Merriam, Caffarella, & Baumgartner, 2007, p. 131). Four main components of transformational learning are: “experience, critical reflection, reflective discourse, and action” (Merriam, Caffarella, & Baumgartner, 2007, p. 134). When looking at the literature, themes arise that align with those three areas: people, motivations, and evaluations.

General Themes

The first part of the 20th century was full of transformative learning, even before the topic became popular. Dr. Carter G. Woodson (1933), the father of black history, states, “The mere imparting of information is not education” (p. x). Woodson, and so many transformative learning theorists since him have discussed transformative learning in great detail. Mezirow, one of the founding fathers of the transformative learning discussion, developed the 10 Phases of the Transformative Learning Process (see Table 1). Those 10 phases received scrutiny as a result of a limited sample size (Nohl, 2015), which lead to further research that would include a larger social perspective. From that study, five phases of the transformation process were established: 1. Non determining start; 2. Experimental and undirected inquiry; 3. Social testing and mirroring; 4. Shifting of relevance; 5. Social consolidation and the reinterpretation of biography (Nohl, 2015, p. 39). From those two, and other, different approaches to the phases of the transformation process, three general themes can be summarized as: learner focused, movement beyond oneself, and implementation.

Learner focused

In relation to Mezirow’s 10 phases, the first three could be labeled as learner focused. In Nohl’s 5 phases, the first phase could be labeled as learner focused. In review of Mezirow’s writings, Balthazar (2019) writes where learners acquire held ideas, “It is culture that provides us with the context and the construct for interpreting and giving meanings to those ideas” (p. 4). When looking at Freire’s philosophy of transformative learning, the best-known sociocultural approach to transformative learning, “personal empowerment and social transformation are inseparable processes” (Merriam, Caffarella, & Baumgartner, 2007, p. 140). Regardless if it is a disorienting dilemma (Mezirow) or a nondetermining start (Nohl), the learning has an encounter that is based around previous perspectives, individual and socially.

Movement beyond oneself

In relation to Mezirow’s 10 phases, phases four through seven could be labeled as movement beyond oneself. In Nohl’s 5 phases, phases two through four could be labeled as movement beyond oneself. Merriam, Caffarella, & Baumgartner (2007) look at Tisdell (2003) who “names several factors that foster spiritual-cultural transformative learning” (p. 142). The authors continue by describing how further research of others helps the individual add to the narrative of the learning process. Both Mezirow’s and Nohl’s phases within this theme focus on inquiry of self and others. The inquiry of self leads to inquiry of others, which leads to Mezirow’s phase 6, “Planning a course of action”. 

Implementation

In relation to Mezirow’s 10 phases, phases 8 through ten could be labeled as implementation. In Nohl’s 5 phases, the last phase could be labeled as implementation. Transformational learning is focused on results. Although the specific metrics may be lacking due to diversity with a social emphasis, evaluations according to phases are important for this model. Surveys and follow-up for action, implementation, and retention are prevalent. 

Implication

“The mere imparting of information is not education” (Woodson, 1933, p. x). Fundamental and concrete change are the purposes of the program of transformational learning. For this portion, most of the strategies will be focused on ministerial implications.

Strategies to be learner focused

As suggested throughout the literature, something happens to make the learner aware of the need to transform. In the local church setting, congregants are stuck in their current mindset until an event, either a disorienting dilemma (Mezirow) or a nondetermining start (Nohl), allow their mentalities and perspectives to transform. Church leaders can wait for that event to occur naturally, or it could be a created occurrence. Regardless if the leader waits for a natural occurrence, such as a global biological and social pandemic, or creates an occurrence, such as an experiential trip to a developing country, the transformative learning process within the student will start. This beginning will quickly transition to the learner moving beyond himself.

Strategies to move beyond oneself

Utilizing teaching strategies such as gamification, discussion, and multi-media presentation will provide students opportunities for motivation to add to information acquired. These corporate activities allow students to experience and inquire from others, thus, moving beyond oneself. 

Strategies to ensure and measure implementation

Surveys, by teacher, participant, and neutral parties, are helpful to evaluate a transformational learning experience. This evaluation can assess the three major themes previously presented. An appropriate evaluation will be rooted in social accountability, fiscal control, and social inquiry while looking at quantity and quality data of stakeholders and marginal groups (Mertens and Wilson, 2012, p. 40).

Metrics are commonly used in theological discussion, but often they are archaic approaches. The most commonly accepted metrics are internal, leaving a void on external results, the end desire for transformational learning. Three important areas of metrics to evaluate both internal and external results are, spiritual growth, successful community outreach efforts, and positive congregational attitudes towards the church. For professional development, evaluation, and evaluator should compare pastors who went through training to those who did not in these three areas to see if there are significant differences.

Reflection

Highlights 

Transformative learning transcends typical alterations and asterisks of preconceived notions and fundamental changes. Starting as early as 1978 (Mezirow), transformative learning has progressed from its formative state to one that is socially aware. This learning approach focuses on the individual, but there is a social aspect that rests in the culture of the individual.

Process

The aforementioned literature review started by looking at transformative learning in the course textbook for Dr. Chang’s EDAC 634 at Ball State University. From there, the author looked at transformative learning in the area of local churches and theological seminaries.

Table

The main themes (The ideas summarized from the literature)	Implications (How to apply the main ideas in practice)
1. Learner Focused	Congregants are stuck in their current mindset until an event, either a disorienting dilemma (Mezirow) or a nondetermining start (Nohl), allow their mentalities and perspectives to transform
2. Movement Beyond Oneself	Corporate activities allow students to experience and inquire from others, moving beyond oneself
3.Implementation	Follow up survey for teacher, student, neutral party

Conclusion

Three general themes for transformative learning can be categorized as learner focused, movement beyond oneself, and implementation. A specific focus on theological education and local church ministry in the area of transformational educationReferences

Balthazar, P. (2019). Transformative education and learning: Toward an understanding of how humans learn. In Online Submission. Online Submission.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass Publishers.

Mertens, D, M. and Wilson, A. T. (2012). Program evaluation theory and practice: A comprehensive guide. New York, NY, The Guilford Press.

Nohl, A.-M. (2015). Typical phases of Transformative Learning: A practice-based model. Adult Education Quarterly, 65(1), 35–49. https://doi-org.proxy.bsu.edu/10.1177/0741713614558582

Owen, L. (2016). Emerging from physiotherapy practice, masters-level education and returning to practice: a critical reflection based on Mezirow’s transformative learning theory. International Practice Development Journal, 6(2), 1–9. https://doi-org.proxy.ulib.uits.iu.edu/10.19043/ipdj.62.011

Table 1 

Table taken from Owen (2016, p. 3).