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Mezirow model of transformative learning
Transformational adult learning
Transformative learning theory
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The Transformative Learning theory (TLT) was developed by Jack Mezirow over 35 years. During these 35 years, the theory has evolved thorough critique, and research. Transformative Learning is a theory of adult learning that emphasizes a framework for learning, provides a reflection on assumptions and authentication of meaning. The primary purpose of adult learning is transformative learning leads to growth, empowerment, explores values and knowledge. The theory delivers a pathway for adults to take ownership of social and personal roles, assist in the development of self by enabling the world to become better through greater understanding and consciousness of issues beyond self, and help individuals improve their role in life.
According to the TLT, when transformation learning occurs, adults become aware of learning beyond content, equations formation, and memorizing historical data. A perspective shift arises in transformative learning and a person’s worldview is affected. A new way of viewing life experience and situations occurs.
In this study, Howie and Bagnall offer an in-dep...
I see transformation as possible for everyone regardless of life phase, ability, or experience. I ground my idealism in the concrete values of hard work, determination, and perseverance. Even a single positive experience can give someone a much needed life-affirming push that can inspire change. Add in the support necessary to put that inspiration into action and progress occurs. I believe life is about creating a series of positive experiences for ourselves- finding out what we're good at doing and learning to do it in the most deeply fulfilling way. I hope to create these experiences for myself and others and inspire change.
Adults are self-motivated. They learn best by building on what they already know and when they are actively engaged (Lindeman, 2010). The approach of adult education revolves around non-vocational ideals and is based on experience rather than subjects (Lindeman, 2010). It helps adults gain knowledge about their powers, capacities, and limitations (Funnell et al, 2012).
Hazel, M. "Change is crucial in a person’s life." N.p., n.d. Web. 15 Dec. 2008. .
Mirriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
Summary of Lessons from teaching Millennials by Kenneth Stewart Kenneth Stewart wrote a case study “Lessons from Teaching Millennials” when he resumed teaching undergraduates students after a break of fifteen years. He was optimistic about his return to teaching undergraduates. The students from his class "Principles in Psychology" thought otherwise. A "significant gap" developed between Stewart’s expectations of the students and the students' expectations of themselves. When asked about their opinions on the course, many said that they had not expected it to be this rigorous.
A paradigm shift is defined as a time when the usual and accepted way of doing or thinking about something changes completely. Today, most lessons are taught through experience and hands on learning, a drastic shift from the early 1900’s. Many believe in the 21st century that the classroom is not just divided between the teacher and students, but that everyone has the ability to bring new insights to lessons and that everyone in the classroom is learning from each other. In the early 1900’s, education focused on exchanging information between the teacher and the student, whereas today’s teaching method is taking information and applying so it can be understood. People who understood that education wasn’t just an exchange of information, like
A defining condition of being human is that we have to understand the meaning of our experience. For some, any uncritically assimilated explanation by an authority figure will suffice. But in contemporary societies we must learn to make our own interpretations rather than act on the purposes, beliefs, judgments, and feelings of others. Facilitating such understandings is the cardinal goal of adult education. Transformative learning develops autonomous thinking. (Mezirow 1997, p. 5)
When a person grows into adulthood they begin to have their own set of experiences and their parents’ teaching will not always satisfy the situations and the outcome will be different. Which then cause an individual to develop a new set of
The Andragogical model is characterized by six assumptions that have emerged from research. The first assumption titled, “the need to know” describes the idea that, “Adults need to know why they need to learn something before undertaking to learn it” (Knowles, Holton & Swanson, 2015, p. 43). “The learner’s self-concept”, describes the second Andragogical model assumption as, “Adults have a self-concept of being responsible for their own decisions, for their own lives” (Knowles et al., 2015, p. 44). The third assumption of the Andragogical model is “the role of the learners’ experiences”. Knowles et al. (2015), describe this as, “Adults come into an educational activity with both a greater volume and a different quality of experience from that of youths” (p. 44). “Readiness to learn” describes the fourth Andragogical model assumption as, “Adults become ready to learn those things they need to know and be able to do in order to cope effectively with their real-life situations” (Knowles et al., 2015, p. 45). The fifth Andragogical model assumption is “orientation to learning”. Knowles et al. (2015), describes this level as, “Adults are motivated to learn to the extent that they perceive that learning will help them perform tasks or deal with problems they confront in their life situations” (p. 46). “Motivation” describes the sixth level
Transformation: Initiate faces series of progressively harder challenges forcing them to undergo a change in thinking or way of life.
It is an important life lesson a student to understand he will not always get his first choice of how to complete a task, whether it be a job, playing a sport, etc. Say one is at work making company brochures and suddenly a boss comes to the worker. He explains to the worker that using thicker, wider paper for these brochures will increase profitability. The worker may be upset for a while because he is unaccustomed to this new building technique, but in the long run will be glad because he learned how to design pamphlets in a different way. Much like that worker not wanting to change the paper type, a student may not want to change or add to the way she learns. The worker, like the student, fails to see a new building (or learning) method that is beneficial to her. A worker could enjoy constructing brochures with thick, wider paper which would be like students' differing learning styles. Only through learning styles and both parts of Meyers and Jones' definition of active learning, one can understand that active...
From readings and life experiences, I have become cognizant that transformation is both internal and external and often about positive outcomes, as noted by Gleason,
They are disorienting dilemma, self-examination, critical assessment, recognition, exploration, planning of a course of action, acquisition of knowledge and skills, trying out new roles, building of competence and self-confidence, and reintegration into one’s life based on the new (Merriam, Caffarella, and Baumgartner, 2007, p. 136). For example, the case study on Karen was manifested in all of this steps. Although, he has four main elements to the process of transformative learning in which he distinguishes between them. The first one he calls “experience”, in which one actually gains of new knowledge and skill. The second one is “critical reflection” when the learner elaborates on existing knowledge and skills. The next main component is the “reflective discourse”, where the learner makes the revision of meaning schemes (beliefs or attitudes). The last main section is “action”, where the learner puts to practice the alteration of meaning perspectives (the big picture). The process of transformative learning is structured by this four parts that make up the sequence of learning (Merriam, Caffarella, and Baumgartner, 2007, p. 134). According to Jack Mezirow, “The learner must critically self-examine the assumptions and beliefs that have structured how the experience has been interpreted” (Merriam, Caffarella, and Baumgartner, 2007, p. 134). This is the process
During my time as a student I have been able to develop the way I learn and interact with others to a degree that has also helped me to mature into a better person. I have come to believe that this maturity will help me to develop into a better thinker as well, one that has the patience to listen and take consideration of what others have to say. I consider the act of learning a two way avenue that has to be taken seriously. It is one that involves the teacher, and the protégé. It has been, and will continue to be, my absolute goal as a student to become a diligent protégé and acquire all of learning my teachers have set in front of me. The way each of them have helped me to think about how my actions, and the way I choose to study my lessons and develop as a student, has made a tremendous impact on my life. This impact is one that I will carry into the future as I myself advance in my professional studies.
I would like to believe that transformative education is all around us, we draw inspiration from what we hear, think, see and feel. Transformative education may happen at work, school or home, it's what happens at that moment that moves us to better ourselves and the ones around us intellectually. "Stay a little" (Frank Bruni) College's Priceless Value: Higher Education, Liberal Arts and Shakespeare. This quote is the beginning of Bruni's transformation, taken from King Lear's plea to his daughter Cordelia. He goes on to say "It transformed all my reading from then on". It was at this moment while in a classroom that Bruni was transformed by this quote read out loud by Anne Hall that would forever change him. Most often times it's not the big moments in life but the small ones that help to mold and define who we are and what we believe in. Some of us are born already knowing what path and purpose we will follow while others seek for rhyme and reason that will elevate them to where they want to be. I am one such person, education has been a journey for me, one that I hope has a pleasant and successful ending.