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Transformational Learning

Use the arrows at the bottom of the screen to progress to the next thought. Do not choose the option of "Autoplay" under the "More" section or the videos will cut out and not play. Choose "Fullscreen" under "More" for best viewing. ENjoy!

Tanya Mahoney

on 27 March 2011

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Transcript of Transformational Learning

Transformational Learning
Patricia Humphrey, Ashlee Saddler, and Tanya Mahoney A brief YouTube video on Transformational Learning from Shane Mason Welcome to Transformational Learning - a video intro from Dr. Leann Kaiser 7 Lenses of Transformational Learning

Individual focused:
psychocritical (Mezirow)
psychodevelopmental (Daloz)
psychoanalytic (Boyd)

Socio-cultural focused:
social-emancipatory (Freire)
cultural-spiritual (Tisdell)
race-centric (Johnson-Bailey)
planetary or visionary (O'Sullivan) Mezirow's approach - psychocritical
concerns how adults make sense of their lives
learning is "the process of using a prior interpretation of the meaning of one's experiences in order to guide future actions."
Three different types of meaning structures - frame of reference, habits of mind, and points of view.
"disorienting dilemma"

Four main components are:
critical reflection
reflective discourse
action Daloz' approach - Psychodevelopmental
Transformational learning is seen as holistic and intuitive
Goal is lifelong personal development
Education is a "transformational journey"
Dialogue/discourse is integral - mutual "storying" of lives Boyd's approach - Psychoanalytical
Transformation is an inner journey from parts of the psyche
Transformation is "a fundamental change in one's personality involving conjointly the resolution of a personal dilemma and the expansion of consciousness resulting in greater personality integration."
Belief that one can achieve self-actualization by coming to terms with one's inner psychic conflicts
Dialogue allows person to become less subject to compulsions, obsessions, and complexes
Freire's approach - Social-emancipatory
Personal empowerment and social transformation are inseparable processes.
"Banking education" is teacher-centered and the teacher deposits knowledge into passive students; resists dialogue; students oppressed because their world defined by teacher.
"Problem-posing education" goal is liberation; dialogue based; learner becomes aware of oppressing forces in his life and engage in discussions to raise awareness about situations.
Critical reflection is key.
Tisdell's approach - Cultural-spiritual
Spirituality is fundamental to how people make meaning of their lives.
Linked to psyche (like Boyd), but includes the role of culture; how do learners with different cultures and different positions "construct knowledge as a part of the transformative learning process."
Whole-person learning is emphasized: personal, political, historical and sacred learning.
Teacher is a collaborator. Johnson-Bailey's approach - Race-centric
"Culturally bounded, oppositional, and non-individualistic conception" putting people of African descent at the center.
Focuses on the transformative experiences of a group in order to raise consciousness.
Promotes inclusion on voices traditionally silenced; dialogue key.
Intra and inter-cultural communication stressed. O'Sullivan's approach - Planetary or Visionary
People must locate their lives "in a larger cosmological context much more breathtaking than the market vision of our world."
People must adopt a definition of development that links the personal world, the planet, the earth community, and creative evolutionary process of the universe.
People must understand that quality of life should include our need for community and the necessity of diversity within and between communities.
Must address spirituality. Q: In what ways would an adult educator facilitate transformational learning? DISCUSSION:
Describe how the three key concepts of transformational learning (life experience, critical reflection and development) could be implemented in adult education. Transformative or transformational learning is about change - fundamental change in the way we see ourselves and the world in which we live (Merriam, Caffarella, & Baumgartner, 2007, pg. 130). Please reflect on an experience involving yourself or someone else who has gone through a transformational learning process. Please describe this transformation through the four main components of the transformative learning process (experience, critical reflection, reflective discourse, and action. (See below)

1. What was the experience/situation?
2. Explain the critical reflection/thought process
3. What emotions were involved/reflective discourse
4. Explain the action taken or what changed after the experience/process? We hope you enjoyed the summary of Chapter 6 on Transformational Learning. We've given you a glimpse of the questions we hope to discuss, and look forward to seeing you back over in RamCT. Please join us there and participate in the questions that appeal to you the most.

Pat, Ashlee & Tanya Transformational Learning:
is a dramatic, fundamental change in the way we see ourselves and the world in which we live.
refers to changing what we KNOW.
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