Overview:
The Transformational Learning
Theory originally developed by Jack Mezirow is
described as being “constructivist, an orientation which holds that the
way learners interpret and reinterpret their sense experience is, central to
making meaning and hence learning” (Mezirow,
1991). The theory has two basic kinds of learning: instrumental and
communicative learning. Instrumental learning focuses on learning through
task-oriented problem solving and determination of cause and effect
relationships. Communicative learning involves how individuals communicate
their feelings, needs and desires
Meaning structures (perspectives
and schemes) are a major component of the theory. Meaning perspectives are
defined as “broad sets of predispositions resulting from psychocultural assumptions which determine the horizons of our
expectations” (Mezirow, 1991). They are divided
into 3 sets of codes: sociolinguistic codes, psychological codes, and epistemic
codes. A meaning scheme is “the constellation of concept, belief,
judgment, and feelings which shapes a particular interpretation” (Mezirow, 1994, 223).
Meaning structures are understood
and developed through reflection. Mezirow states that
“reflection involves a critique of assumptions to determine whether the
belief, often acquired through cultural assimilation in childhood, remains
functional for us as adults” (Mezirow, 1991).
Reflection is similar to problem solving and Mezirow
talks about how we “reflect on the content of the problem, the process
of problem-solving, or the premise of the problem” (Mezirow, 1991). Through this reflection we are able to
understand ourselves more and then understand our learning better. Merizow also proposed that there are four ways of learning.
They are “by refining or elaborating our meaning schemes, learning new meaning
schemes, transforming meaning schemes, and transforming meaning
perspectives” (Mezirow, 1991).
Mezirow’s original theory has been elaborated
upon by others, most notably Cranton (1994;1997) and Boyd (1991). The theory has commonalities
with other theories of adult learning such as andragogy
(Knowles), experiential
learning (Rogers), and Cross.
Scope/Application:
Transformative Learning theory is focused on adult learning,
particularly in the context of post-secondary education (e.g., Craig et al., 2001;
King, 2002).
Example:
Applying transformative theory to curriculum evaluation, one looks for evidence
of critical reflection in terms of content, process and premise. Content
reflection consists of curricular mapping from student and faculty perspectives;
process reflection focuses on best practices, literature-based indicators and
self-efficacy measures; premise reflection would consider both content and
process reflection to develop recommendations.
Principles:
1. Adult exhibit two kinds of learning: instrumental (e.g., cause/effect)) and communicative (e.g., feelings)
2. Learning involves change to meaning structures (perspectives and schemes).
3. Change to meaning structures occurs through reflection about content, process or premises.
4. Learning can involve: refining/elaborating meaning schemes, learning new schemes, transforming schemes, or transforming perspectives.
References:
Boyd, R. (1991). Personal Transformation in Small Groups.
Mezirow, J. (1991). Transformative
Dimensions of Adult Learning.
Mezirow, J.
(2000). Learning as Transformation: Critical Perspectives on a Theory in
Progress.
Cranton, P.
(1994). Understanding and Promoting Transformative Learning: A Guide for
Educators of Adults.
Cranton, P. (1997).
Transformative Learning in Action: Insights from Practice.
Cragg, C.E., Plotnikoff,
R.C., Hugo, K. & Casey, A. (2001) Perspective transformation in RN-to-BSN distance
education. Journal of Nursing Education,
40(7).
King, K.P.
(2002). Educational
technology professional development as transformative learning opportunities.
Computers & Education, 39(3), p283-297
Taylor, E. W. (Mar 2007). An
update of transformative learning theory: a critical review of the empirical
research (1999-2005). International Journal of
Lifelong Education, 26 (2), 173-191.
Related Web Sites:
For more about transformative learning theory, see:
http://transformativelearningtheory.com/index.html
http://en.wikipedia.org/wiki/Transformative_learning