TRANSFORMATIVE LEARNING THEORY
Transformative Learning Theory embraces the idea that learners can change their outlook, identity, and assume new perspectives. The theory holds that the initiation of the transformation comes from a "disorienting dilemma" that may happen because of significant life event or a myriad of smaller events that trigger a sort of dissonance in the learner's way of thinking or being.
Facilitating transformative learning involves helping learners to make meaning from their experiences through reflection, and is one of the hottest theories in adult education.
However, transformative learning is not without its critics. Newman (2012) published an article in Adult Education Quarterly calling transformative learning into question by offering criticisms of what educators label as "transformative." Lima and Guimaraes (2011) also offer the criticism that "education today tends to be replaced by individual learning, the social nature of education by strictly personal objectives, transformation by mere adaptation, and solidarity by rivalry" (Lima & Guimaraes, 2011, p. 6, emphasis added). In order to create authentic transformative learning, educators should be aware of the criticism and strive to craft meaningful opportunities for reflection that go beyond surface level and have the potential to have an impact on the consciousness of learners that are open to change.
Below you can view a presentation I created as part of a group project for a graduate-level adult learning theory class that provides a basic introduction to transformative learning theory and related ideas.
Facilitating transformative learning involves helping learners to make meaning from their experiences through reflection, and is one of the hottest theories in adult education.
However, transformative learning is not without its critics. Newman (2012) published an article in Adult Education Quarterly calling transformative learning into question by offering criticisms of what educators label as "transformative." Lima and Guimaraes (2011) also offer the criticism that "education today tends to be replaced by individual learning, the social nature of education by strictly personal objectives, transformation by mere adaptation, and solidarity by rivalry" (Lima & Guimaraes, 2011, p. 6, emphasis added). In order to create authentic transformative learning, educators should be aware of the criticism and strive to craft meaningful opportunities for reflection that go beyond surface level and have the potential to have an impact on the consciousness of learners that are open to change.
Below you can view a presentation I created as part of a group project for a graduate-level adult learning theory class that provides a basic introduction to transformative learning theory and related ideas.
References
Lima, L. & Guimaraes, P. (2011): European strategies in lifelong learning. A critical introduction. Opladen & Farmington Hills: Barbara Budrich. Retrieved from: http://www.pedocs.de/volltexte/2013/8283/pdf/Lima_Guimaraes_2011_European_Strategies_in_Lifelong_Learning.pdf
Newman, M. (2012). Calling transformative learning into question: Some mutinous thoughts. Adult Education Quarterly. 62(1), 35-55. doi: 10.1177/0741713610392768
Lima, L. & Guimaraes, P. (2011): European strategies in lifelong learning. A critical introduction. Opladen & Farmington Hills: Barbara Budrich. Retrieved from: http://www.pedocs.de/volltexte/2013/8283/pdf/Lima_Guimaraes_2011_European_Strategies_in_Lifelong_Learning.pdf
Newman, M. (2012). Calling transformative learning into question: Some mutinous thoughts. Adult Education Quarterly. 62(1), 35-55. doi: 10.1177/0741713610392768