Transformative learning

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Transformative learning (according to Mezirow) represents a process in which own assumptions (perspectives, ways of thinking, thinking habits) that have already been confirmed through critical (self-) reflection are transformed in order to both change and expand them.

At the center of transformative learning theory is a perspective transformation. This process is supported by active participation in discourses, in which one is confronted with the experiences and assumptions of others and in this way can expand one's own thinking habits and interpretation patterns .

Transformative learning theory originated in the USA in the 1970s and was further developed in Canada and South America. Its most important representative is Jack Mezirow , who is also considered the founder of this theory. The transformative learning theory is the most important theory when it comes to adult learning in the Anglo-Saxon region, but has so far been little received in Europe. The theory is based on constructivist assumptions and the roots of the theory lie in humanism and critical theory . Furthermore, references to communicative action according to Habermas can be proven.

Basics

Every person has individual thinking habits and ways of thinking , which express themselves as meaning schemes and perspectives of meaning and influence daily actions. Meaning schemes (Engl. Meaning schemes or points of view ) designate specific knowledge, beliefs, judgments and feelings, which are reflected in the interpretation of an experience. The meaning perspectives or habits of mind are superordinate to the meaning schemes and denote a bundle of habitual expectations / assumptions that determine our perception and understanding and thus influence the interpretations of an experience. Together, the meaning schemes and perspectives form the frame of reference for our interpretations and interpretations. Such frames of reference are acquired through socialization processes and expanded or changed in the course of life through transformations. The starting point for a perspective transformation is a disorienting dilemma that can be triggered by death, illness, divorce, events in professional life, retirement and failures, but also by less drastic experiences such as a discussion, a book, a poem or a painting. Existing schemes of meaning come to their limits, are transformed or new schemes are created.

Ideally, the Mezirow transformation process has ten phases:

  1. A disorienting dilemma arises
  2. Self-examination with feelings of guilt and shame
  3. Critical evaluation of the epistemic , social or psychological assumptions
  4. Realization that one's own dissatisfaction and the transformation process are widespread and that other people have also coped with a similar change
  5. Look for options for new roles, relationships, and actions
  6. Planning a course of action
  7. Acquiring knowledge and skills to carry out one's own plans
  8. Trying out new roles
  9. Developing skills and confidence for new roles and relationships
  10. Resumption of one's own life due to the conditions determined by the new perspectives

In summary, it can be said that the transformative learning process is a conscious process that begins with a dilemma and is further developed through critical reflection.

Learning term

According to Mezirow, learning can be described as "creating meaning". To every experience a person has, he tries to ascribe a meaning or a context. He thus undertakes an interpretation of what happened in order to give the event a meaning. These meanings, in turn, are reflected in the meaning schemes and perspectives that determine how we think, act and feel and at the same time influence our interpretations of a new situation. It is these schemes and perspectives that are strengthened or faltered by new experiences.

Four forms of learning

Mezirow differentiates between four forms of learning:

  1. Learning using existing schemes of meaning
  2. Learning new meaning schemes
  3. Learning through the transformation of schemes of meaning
  4. Learning through the transformation of perspectives of meaning

When learning on the basis of existing meaning schemes, knowledge is gained within an existing frame of reference, whereby the meaning schemes are differentiated and refined. However, nothing changes in the way the world is interpreted, since the perspectives of meaning remain unchanged. When learning new semantic schemes, the scope of the existing semantic perspectives is expanded, whereby the semantic perspectives are not changed, but strengthened. Here, too, the framework for action is retained, only additional schemes are added that support a perspective. There is no transformation in these two forms of learning; only the last two forms of learning are ascribed to transformative learning in the classic sense. In learning by transforming schemes of meaning, the existing schemes are changed by adding something or combining different schemes. Existing schemes are broken up and replaced or expanded with new ones. If meaning schemes change fundamentally, this can affect the perspective of meaning and change it as well. Learning through the transformation of perspectives of meaning is, according to Mezirow, the “most important type of emancipatory learning” and requires critical reflection on one's own way of thinking about how one arrives at one's meanings and interprets one's experiences. With such a reflective way of thinking, the perspectives of meaning are questioned and changed. Learning becomes transformative only through the reflexive transformation of the schemes and perspectives of meaning.

Central elements

Central elements for this form of learning are experience, critical reflection and rational discourse.

Experience

People learn by trying to interpret reality and ascribe meanings to their experiences. Experiences thus form the starting point of the learning process. On the one hand it depends on the experiences which perspectives have been formed, and on the other hand they form the basis for dialogue and reflection.

Rational discourse

The rational discourse is the social component. Through discourse , people come into contact with their outside world and exchange individual experiences and are encouraged to question their own schemes of meaning and check their validity. The dialogue stimulates reflection on interpretations and thus favors critical reflection.

Critical reflection

Firm beliefs and reference systems are questioned through critical reflection. It serves primarily to criticize and reassess the "usefulness of what has been learned earlier". Mezirow distinguishes between three different forms of reflection, which focus on the content (what is thought, perceived and felt), the process (how acted and how this action is perceived) and the premises (assumptions: why something is perceived in one way and not differently ) Respectively. Reflecting on the premises is the most comprehensive form of reflection, as the assumptions about how the world is interpreted are questioned.

criticism

Mezirow's theory has long since stopped at this level, which is why transformative learning theory is also referred to as a process-oriented theory because it is constantly evolving. According to Cranton / Taylor, one can therefore no longer speak of the approach of transformative learning, instead there are different approaches that focus on the role of different elements (emotions, learning settings, theories). One approach comes from Ed O'Sullivan, who criticizes that the Mezirowian approach focuses too much on the individual processes and neglects the collective ones. For a critical, sustainable society, it is necessary to control collective learning processes and to support them critically. Further criticism was made by representatives such as Taylor, Cranton or Dirkx of the overemphasis on rationality and critical reflection, which in their view leads to a neglect of the role of the subconscious and the emotions.

Individual evidence

  1. ↑ See Zeuner: "What potential does further education offer for coping with social changes in the local and regional environment?" 2007, p. 7.
  2. ↑ See Zeuner: "What potential does further education offer for coping with social changes in the local and regional environment?" 2007, p. 7.
  3. ↑ See Mezirow: "Transformative Adult Education" 1997, p. 21.
  4. ↑ Cf. Mezirow: "Learning to Think Like an Adult: Core Concepts of Transformation Theory" 2012, pp. 86-89.
  5. ↑ Cf. Mezirow: "How Critical Reflection Triggers Transformative Learning" 1990, p. 13 f.
  6. ↑ See Mezirow: "Transformative Adult Education" 1997, p. 143.
  7. ↑ Khalailah: "Internet-based Communication and Education - On the Importance of Chat for Intercultural Transformational Educational Processes" 2012, p. 36.
  8. ↑ Cf. Mezirow: "Transformative Adult Education" 1997, pp. 77-79.
  9. ↑ Mezirow: "Transformative Adult Education" 1997, p 78th
  10. ↑ Cf. Mezirow: "Learning to Think Like an Adult: Core Concepts of Transformation Theory" 2012, p. 84.
  11. ↑ See Taylor / Cranton: "Transformative Learning Theory: Seeking a More Unified Theory" 2012, p. 8.
  12. ↑ Cf. Mezirow: "Learning to Think Like an Adult: Core Concepts of Transformation Theory" 2012, p. 80.
  13. ↑ Mezirow: "Transformative Adult Education" 1997, p. 91
  14. ↑ See Mezirow: "Transformative Adult Education" 1997, p. 86 f.
  15. ↑ See Taylor / Cranton: "Transformative Learning Theory: Seeking a More Unified Theory" 2012, p. 5.
  16. ↑ See O'Sullivan, Edmund: "The Project and Vision of Transformative Education: Integral Transformative Learning" 2002, p. 3.
  17. ↑ See Khalailah: "Internet-based Communication and Education - On the Significance of Chat for Intercultural Transformational Educational Processes" 2012, p. 42 f.

literature

  • Khalailah, Saleh: "Internet-based Communication and Education - On the Importance of Chat for Intercultural Transformational Educational Processes" 2012, pp. 34–43 ( http://opus.unibw-hamburg.de/volltexte/2012/2994/pdf/2012_Khalailah.pdf )
  • Mezirow, Jack: "Fostering critical reflection in adulthood. A guide to transformative and emancipatory learning." Jossey-Bass Publishers, San Francisco 1990, ISBN 1555422071 .
  • Mezirow, Jack: "How Critical Reflection Triggers Transformative Learning." In: Mezirow, Jack: "Fostering critical reflection in adulthood. A guide to transformative and emancipatory learning." Jossey-Bass Publishers, San Francisco 1990, ISBN 1555422071 , pp. 1-20.
  • Mezirow, Jack: "Transformative Adult Education." Schneider-Verl. Hohengehren, Baltmannsweiler 1997, ISBN 3871167657 .
  • Mezirow, Jack; Taylor, Edward W .: "Transformative learning in practice. Insights from community, workplace, and higher education." Jossey-Bass, San Francisco 2009, ISBN 9780470257906 .
  • Mezirow, Jack: "Learning to Think Like an Adult: Core Concepts of Transformation Theory" In: Taylor, Edward W .; Cranton, Patricia: "The Handbook of Transformative Learning. Theory, Research and Practice." Jossey-Bass, San Francisco 2012, ISBN 9780470590720 , pp. 73-95.
  • O'Sullivan, Edmund: "The Project and Vision of Transformative Education: Integral Transformative Learning." In: O'Sullivan, Edmund; Morrell, Amish; 'Connor, Ann (Ed.): "Expanding the Boundaries of Transformative Learning. Essays on Theory and Practice." Palgrave, New York 2002, ISBN 9780312295080 .
  • Taylor, Edward W .; Cranton, Patricia: "The Handbook of Transformative Learning. Theory, Research and Practice." Jossey-Bass, San Francisco 2012, ISBN 9780470590720 .
  • Taylor, Edward W .; Cranton, Patricia: "Transformative Learning Theory: Seeking a More Unified Theory" In: Taylor, Edward W .; Cranton, Patricia: "The Handbook of Transformative Learning. Theory, Research and Practice." Jossey-Bass, San Francisco 2012, ISBN 9780470590720 , pp. 3-20.
  • Zeuner, Christine: "What potential does further education offer for coping with social changes in the local and regional environment?" 2007, ( http://www.lewus.de/download/ZeunerPerspektiven_derWB.pdf ).