Transformative Learning Theory

Question 1

Kitchenham, A. (2008). The Evolution of John Mezirow’s Transformative Learning Theory. Journal of Transformative Education, 6(2), 104–123. https://doi.org/10.1177/1541344608322678

(Kitchenham, 2008)

Answer 1

critical reflection and critical discourse- two components of learning

Initially developed in response to women returning to school/workforce

10 phases of transformative learning

A disorienting dilemma
A self-examination with feelings of guilt or shame
A critical assessment of epistemic, sociocultural, or psychic assumptions Recognition that one’s discontent and the process of transformation are shared and that others have negotiated a similar change
Exploration of options for new roles, relationships, and actions
Planning of a course of action
Acquisition of knowledge and skills for implementing one’s plans
Provisional trying of new roles
Building of competence and self-confidence in new roles and relationships
A reintegration into one’s life on the basis of conditions dictated by one’s perspective

later added 11th stage- renegotiating relationships, negotiating new relationships

Mezirow was influenced by Friere (concientization), Haberman (domains of learning) and Kuhn (paradigm)

3 types of learning: instrumental (how they can best learn info), dialogic (when and where learning can take place), and self-reflective (why learning info)

3 learning processes that occur in each stage: learning within meaning schemas, learning new meaning schemas, and learning through meaning transformation (changing the questions/problems themselves)

It is not necessary for a person to experience all 11 stages or in particular order to experience transformation

3 types of reflection: content, process, and premise (last can facilitate [profound transformation)

Critical self-reflection is necessary element of transformative learning

Question 2

(Fazio-Griffith & Ballard, 2016)

Fazio-Griffith, L., & Ballard, M. B. (2016). Transformational Learning Theory and Transformative Teaching: A Creative Strategy for Understanding the Helping Relationship. Journal of Creativity in Mental Health, 11(2), 225–234. https://doi.org/10.1080/15401383.2016.1164643

Answer 2

Transformational learning theory and counseling pedagogy Helping relationships
The six core methods or teaching strategies are as follows:.
(1) Establish a shared vision for the course. Ex: create individual and collective goals together to set tone for class
(2) Provide modeling and mastery experiences. Ex: practice skills presented for class and then process
(3) Intellectually challenge and encourage students. Ex: group cohesion and individual differences with colored bead activity
(4) Personalize attention and feedback. Ex: timely and individualized feedback, use narrative case studies to provide a disorienting dilemma (ex counsel a sex offender)
(5) Create experiential lessons that transcend the boundaries of the.
classroom. Ex: dress or act differently and socially interact for a few hours and then process the experience in class
(6) Promote ample opportunities for preflection and reflection. Ex: journaling assignment And then later revisit and reflect further on changes.
Tlt changes format of course from traditional classroom
Requires high tolerance for ambiguity

Question 3

(Mezirow, 1994)

11 phases

Answer 3

11 phases of TLT

1. disorienting dilemma
2. self-examination with feelings of guilt or shame, sometimes turning to religion for support
3. critical assessment of assumptions
4. Recognition that one’s discontent and the process of transformation are shared and others have negotiated a similar change
5. exploration of options for new roles, relationships, and actions
6. planning a course of action
7. acquiring knowledge and skills for implementing one’s plans
8. provisionally trying out new roles
9. Renegotiating relationships and negotiating new relationships
10. building competence and self-confidence in new roles and relationships
11. reintegration into one’s life on the basis of conditions dictated by one’s new perspective

Question 4

(Mezirow, 1994)

Mezirow, J. (1994). Understanding Transformation Theory. Adult Education Quarterly, 44(4), 222–232. https://doi.org/10.1177/074171369404400403

Answer 4

Transformation theory is comprehensive, idealized universal model of adult learning

Assumptions are constructivist as learners interpret and reinterpret experiences, i.e. learning

Critical reflection and rational discourse are main tenants

Learning is “social process of construing information and appropriating a new or revised interpretation of the meaning of one’s experience as a guide to action.”

Meaning perspectives: broad sets of predispositions which determine expectations

3 sets of codes for meaning perspectives: sociolinguistic (social norms, theories), psychological (personality traits), and epistemic (learning styles)

Meaning scheme: concept, belief, judgment, and feeling which shape our interpretation, specific manifestations of learning perspectives

We resist learning anything that does not fit into our meaning structures

11 phases of transformational learning

4 ways to learn: refining or elaborating our schemas, learning new schemas, transforming meaning schemas, and transforming meaning perspectives

reflection of content and process

Communicative learning: understand what someone means involving values, intentions, feelings, etc.

Discourse- dialogue which focuses on content and attempts to justify beliefs by giving and defending reasons, and examining evidence for and against viewpoints

Ideal conditions for discourse are: a) have accurate and complete info, b) free from coercion and self-deception, c) weigh evidence “objectively”, d) open to alternative viewpoints and care about how others think/feel, e) become critically reflective, f) opportunity to participate in various roles in discourse, g) willing to accept a best consensus until new perspectives require otherwise

Developmental process in adulthood centrally involves transforming meaning structures

Behaviors do not indicate transformational learning or reflective action, rather critical self-reflection and discourse that informs bhx do.

Question 5

(Guiffrida, 2005)

Guiffrida, D. A. (2005). The Emergence Model: An Alternative Pedagogy for Facilitating Self-Reflection and Theoretical Fit in Counseling Students. Counselor Education and Supervision, 44(3), 201–213. https://doi.org/10.1002/j.1556-6978.2005.tb01747.x

Answer 5

Counseling theories has historically been approached from a modernist perspective; ideally suited to licensing exams

Self-reflection and goodness of fit is necessary for picking theoretical orientation

Transformational learning values self-awareness, own frames of reference

Constructivism- learning is built together, subjective knowledge, narrative process

Emergence model integrates constructivism and transformational learning

With basic counseling skills, students are encouraged to formulate interventions based on instincts and former knowledge; teacher identifies instincts and challenges strengths/limitations of interventions

Emergence model defies norm of placing theories before practice. Sees that students revert to instinctive behavior in initial practice regardless and to use these instincts meaningfully to facilitate self-reflection.

Question 6

Nogueiras, G., Iborra, A., & Kunnen, S. E. (2019). Experiencing Transformative Learning in a Counseling Masters’ Course: A Process-Oriented Case Study With a Focus on the Emotional Experience. Journal of Transformative Education, 17(1), 71–95. https://doi.org/10.1177/1541344618774022

(Nogueiras et al., 2019)

Answer 6

proposed to be a metatherory of people changing deeply

Transformative learning likely when frames of reference are challenged. Unpleasant emotions are catalyst to reconsider assumptions about the world

Reflection-in-action: reflecting on situation while still occurring, the reflection itself can help facilitate change

Reflection-on-action: reflect on situation that has taken place, contributes to final learning outcome

Case study-one student in an introductory counseling skills class

Phases identified:

Initial stability- becoming familiar with teaching methods, expectations, students

Destabilization- encountering difficulties, competence challenged, wants to understand “correctly”, interest in topic remained consistent, receive support from others, move from static to process understanding of learning.

Transition- gaining insights, understand uncertainty as part of the process

Resettlement- acknowledge progress and continued desire to learn

increasing self-awareness- changes in awareness, acknowledging skills and growth areas

Difficult emotions signal challenges to frames of reference, require conscious participation by the learner to resolve