Transformative

Learning
A web resource for the theory and
practice of Transformative Learning



           

 

 

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.

Photographs from the 8th International Transformative Learning Conference (View all photos)


Conference

Conference History

by Dr. Elizabeth Kasl

         

 

 

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Past Proceedings Archive


Download PDF files here:
1998 Teachers College Columbia University, Part 1
              
Teachers College Columbia University, Part 2
              
Teachers College Columbia University, Part 3
               Teachers College Columbia University
    2005
Michigan State University
    2007
University of New Mexico

    2009
Teachers College, Columbia & Bermuda College
             
Addendum


Resources

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


Web Resources


Wikipedia on Transformative Learning
Freire Project
OISE Transformative Learning Centre
Adult Education Wikibook


Point of View

What is Transformative Learning?

by Dr. Ed Taylor

         

 

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Community


Where others study Transformative Learning

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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