Lesson 2: What is Transformative Learning? PDF

PART 1: INTRODUCTION TO KEY CONCEPTS Lesson 1 - Adult Education and Learning > Lesson 2 - What is Transformative Learning? > Lesson 3 – Perspective Transformation > Lesson 4- Domains of Learning > Lesson 5 – Meaning Schemes and Perspectives > Lesson 6 – Types of Reflection ▪ Describe transform...

PART 1: INTRODUCTION TO KEY CONCEPTS Lesson 1 - Adult Education and Learning > Lesson 2 - What is Transformative Learning? > Lesson 3 – Perspective Transformation > Lesson 4- Domains of Learning > Lesson 5 – Meaning Schemes and Perspectives > Lesson 6 – Types of Reflection ▪ Describe transformative learning and frame of reference ▪ Identify, classify, and give examples of problematic frame of reference ▪ A student shared this story: “I used to believe that all Muslims were bad people. When I was in fifth grade, three of my classmates lost their father because they were ambushed by a Muslim armed groups. My discontinued their studies because their mother could no longer support them. I blamed the Muslims for their fathers’ death. And I hated them. But when I met Mona and Lisa in college, my perception changed. Mona and Lisa, both Muslims, became my campus friends. They were the nicest people I knew. I realized that not all Muslims are bad people.” ▪ Questions for class interaction: How did the student perceive Muslim people? What experience led him to form this perception? How did he feel towards Muslims? What experienced led his to change his view of Muslim people? What is his realization about Muslim people? In this lesson, you are introduced to the concepts of transformative learning and (problematic) frame of reference ▪ Mezirow (1997): Transformative learning is the process of effecting change in a frame of reference. ▪ Mezirow (2000): Transformative learning refers to the process by which we transform our taken-for-granted frames of reference (meaning perspectives, habits of mind, mindsets) to make them more inclusive, discriminating, open, emotionally able to change, and  reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action. ▪ Taylor (2008): Transformative learning theory explains the learning process of constructing and appropriating new and revised interpretations of the meaning of an experience in the world. ▪ Howie and Bagnall (2013): Transformative learning theory describes an adult’s assumptions, beliefs, and expectations about the world as part of a frame of reference through which individuals filter their incoming sense impressions of the world. ▪ Howie and Bagnall (2013): Transformative learning is learning that transforms a problematic frame of reference to make them more inclusive, discriminating, reflective, open, and emotionally able to change. ▪ Cranton (2016): Transformative learning is a process of examining, questioning, validating, and revising our perspectives. ▪ Transformative learning is a learning process that changes or transforms (Mizerow, 1997, 2000; Taylor, 2008) ▪ What is altered or changed in the learning process is a frame of reference or perspectives (Mizerow, 1997, 2000; Howie & Bagnall, 2013; Cranton, 2016) ▪ A frame of reference consists of beliefs, opinions, assumptions, meaning perspectives, expectations, habits of mind that filter how we perceive and understand the meaning of our experiences. (Howie & Bagnall, 2013; Mezirow, 2000) ▪ A frame of reference guides our actions (e.g., decisions, plans, choices, behavior) (Mezirow, 2000) ▪ A frame of reference may be problematic (Howie & Bagnall, 2013) ▪ The focus of transformation is a problematic or taken-for-granted frame of reference (Howie & Bagnall, 2013; Mizerow, 2000) ▪ A frame of reference is problematic when it is false, unjustified, less inclusive, indiscriminating, uncritically assimilated, close, unvalidated, unquestioned, unexamined, unreflected, distorted, and sustained by fixed emotions. ▪ The goal of transformative learning is a new or revised frame of reference. (Cranton, 2016; Taylor, 2008)  ▪ The new or revised frame of reference is more true, justified, inclusive, open, reflective, discriminating, validated, critically examined, and emotionally able to change. ▪ Transformative learning happens when a person encounters a new frame of reference or revises his or her previously held frame of reference. ▪ Belief: Susan believes that suffering is an ingredient of life. ▪ Opinion: Susan thinks that Duterte’s war on drug was a failure. ▪ Assumptions: Susan believes that the price of rice would go down after Bongbong Marcos won the election. ▪ Expectations: Susan expects her fiancé to be faithful to her. ▪ Meaning perspective: Susan believes that the eyes are a window of the soul. ▪ Habits of Mind: Susan believes that anything posted on Facebook is true. ▪ False: Susan believes that Covid-19 virus was a hoax. ▪ Unjustified: When Susan was asked why she believes that Covid-19 virus was a hoax, she couldn’t give one reason to support her belief. ▪ Less inclusive: Susan believes that LGBT people should not be allowed to enroll in Catholic schools. ▪ Indiscriminating: Susan believes that all prisoners are criminals. ▪ Uncritically assimilated: At a young age, Susan believed offending mythical beings could lead to illness. ▪ Close: Susan believes that once a cheater, always a cheater. ▪ Unvalidated: Susan believed that that taking a bath immediately after a strenuous physical activity can lead to pasma. ▪ Distorted: Susan believes that money is the most important thing in the world. Test the students’ knowledge by asking these questions: ▪ What is transformative learning? ▪ What needs to be changed in the learning process? ▪ What is a frame of reference? ▪ When is a frame of reference problematic? ▪ Give examples of (problematic) frame of reference. ▪ Give examples of the following frames of reference: belief, opinion, assumptions, expectations, meaning perspective, and habits of mind ▪ Give examples of problematic frame of reference. ▪ Write a story about a transformative learning experience similar to the one written by a student in the warm-up activity. ▪ Dirkx, J. M. (1998). Transformative learning theory in the practice of adult education: An overview. PAACE journal of lifelong learning, 7, 1-14. ▪ Kate Durden (2021, October 26). Transformative learning theory [Video]. https://www.youtube.com/watch?v=T2xYugaBlT8 ▪ Cranton, P. (2016). Understanding and promoting transformative learning: A guide to theory and practice. Stylus Publishing, LLC. ▪ Howie, P., & Bagnall, R. (2013). A beautiful metaphor: Transformative learning theory. International Journal of Lifelong Education, 32(6), 816-836. ▪ Mezirow, J. (1978). Perspective transformation. Adult education, 28(2), 100-110. ▪ Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass, 350 Sansome Street, San Francisco, CA 94104-1310. ▪ Mezirow, J. (1997). Transformative learning: Theory to practice. New directions for adult and continuing education, 1997(74), 5-12. ▪ Taylor, E. (2008). Transformative Learning Theory. New Directions for Adult and Continuing Education. Special Issue: Third update on Adult Learning Theory 119.