Transformative
Learning
A web resource for the
theory and
practice of Transformative Learning
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Transformative learning
is the process by which we call into
question our taken for granted frames of reference (habits of mind or
mindsets) to make them more inclusive, discriminating, open, and
reflective so that they may generate beliefs and opinions that will prove
more true or justified to guide action. Transformative learning often
involves deep, powerful emotions or beliefs and is evidenced in action.
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Conference History
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Getting to
know Transformative
Learning Theory
by Dr. Patricia Cranton  At
its core, transformative learning theory is elegantly simple.
Through some event which could be as traumatic as losing a job
or as ordinary as an unexpected question, an individual becomes
aware of holding a limiting or distorted view. If the
individual critically examines this view, opens herself to
alternatives, and consequently changes the way she sees things,
she has transformed some part of how she makes meaning out of
the world. Jack Mezirow (1991, 1997, 2000) developed the theory
of transformative learning through a careful integration of
theories, models, and ideas from a wide variety of sources. The
theory continues to evolve through the inclusion of new
perspectives on adult learning and development.We expect what has happened in the past to happen again. If we failed to understand mathematics, we expect to continue to fail. If our boss has always been critical of our work, we expect her to continue to be critical. If our parents told us we were stupid, we think we are. Habits of mind are established. Habits of mind may have to do with our sense of self, our interpretation of social systems and issues, our morals and religious beliefs, and our job-related knowledge. It may take a significant or dramatic event to lead us to question assumptions and beliefs. Other times, though, it is an incremental process in which we gradually change bits of how we see things, not even realizing a transformation has taken place until afterwards. There are now several perspectives on the process of transformative learning, each of which may be relevant in different contexts. Critical reflection is one means by which we work through beliefs and assumptions. It helps to talk to others, not only exchanging opinions and ideas or receiving support and encouragement, but also engaging in discussions where alternatives are seriously considered. Connected and relational learning emphasizes connected knowing rather than separate knowing and relationships among learners. Social change or social action is described as a goal of transformative learning by some theorists. The theory has been applied to understanding how groups and organizations change, and it can be seen as an approach to world views on globalization and environmentalism. The extrarational approach to transformative learning sees the learning as mediated by unconscious processes beyond the level of rational and conscious awareness. Insight, intuition, emotion, relationships, and personality may also play roles. |
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Transformative Learning Basics Epistemology of Transformative Learning Theory by Dr. Jack Mezirow Theoretical Terms & Concepts by Dr. Patricia Cranton Teachers College Record Articles
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What is Transformative
Learning? by Dr. Ed Taylor
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Community
Where others study Transformative
Learning
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Countries highlighted in yellow indicate the origins of scholars and practitioners who participated in the 8th International Transformative Learning Conference (2009), either as a guest or presenter. Countries highlighted in dark green indicate specific interest over the internet, measured by "unique visits" to this website. Connect internationally through the "Transformative Learning Page" on Facebook (now 130 members) and/or Twitter!
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