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Transformative learning

Transformative learning theory says that the process of 'perspective transformation' has three dimensions: psychological (changes in understanding of the self), convictional (revision of belief systems), and behavioral (changes in lifestyle).Transformative learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self; transformative learning is facilitated through consciously directed processes such as appreciatively accessing and receiving the symbolic contents of the unconscious and critically analyzing underlying premises.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, judgements, and feelings of others. Facilitating such understandings is the cardinal goal of adult education. Transformative learning develops autonomous thinking.Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and irreversibly alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race and gender; our body awareness, our visions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy. Transformative learning theory says that the process of 'perspective transformation' has three dimensions: psychological (changes in understanding of the self), convictional (revision of belief systems), and behavioral (changes in lifestyle). Perspective transformation, leading to transformative learning, occurs infrequently. Jack Mezirow believes that it usually results from a 'disorienting dilemma' which is triggered by a life crisis or major life transition—although it may also result from an accumulation of transformations in meaning schemes over a period of time. Less dramatic predicaments, such as those created by a teacher, also promote transformation. An important part of transformative learning is for individuals to change their frames of reference by critically reflecting on their assumptions and beliefs and consciously making and implementing plans that bring about new ways of defining their worlds. This process is fundamentally rational and analytical. Jack Mezirow developed transformative learning theory starting in 1978. Since then, the theory has evolved 'into a comprehensive and complex description of how learners construe, validate, and reformulate the meaning of their experience.' For learners to change their meaning schemes (specific beliefs, attitudes, and emotional reactions), 'they must engage in critical reflection on their experiences, which in turn leads to a perspective transformation.' The meaning schemes that make up meaning structures may change as an individual adds to or integrates ideas within an existing scheme and, in fact, this transformation of meaning schemes occurs routinely through learning. A perspective transformation leading to transformative learning, however, occurs much less frequently. Mezirow believes that this less frequent transformation usually results from a 'disorienting dilemma', which is triggered by a life crisis or major life transition, although it may also result from an accumulation of transformations in meaning schemes over a period of time. The perspective is explained by Mezirow as follows: A number of critical responses to Mezirow's theory of transformative learning have emerged over the years. One criticism of Mezirow's theory is its emphasis upon rationality. Some studies support Mezirow. Others conclude that Mezirow grants rational critical reflection too much importance. Edward W. Taylor has since suggested neurobiological research as a promising area that may offer some explanation about the role emotions play, closing the gap between rationality and emotion in the transformative learning process. Taylor implies that, with available modern technology such as magnetic resonance imaging (MRI) and positron emission tomography (PET), these once obscure factors can now be examined through determining which neurological brain systems are at work during disorienting dilemmas and the journey of recovery that follows. This neurobiological research also stresses the importance of the role of implicit memory, from which emerge habits, attitudes and preferences that are related to unconscious thoughts and actions.

[ "Pedagogy", "Social science", "Developmental psychology", "Transformative research", "transformative capacity", "Transformative justice" ]
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