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Review: Learning Change
Learning Change, Jim Herrington and Trisha Taylor. Grand Rapids: Kregel Ministry, 2017.
Summary: A biblically-rooted approach to congregational transformation that centers around personal transformation and that draws research on effective organizations and systems.
I’ve been there and perhaps you have as well. Gathering with a church leadership team. Writing vision and mission statements.…
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Sometimes I cry when I write. Not because the work is difficult or the subject painful, but because the weight of what I have uncovered about myself, my work, and the experience of transformational learning is so profoundly powerful, it deserves the expression of a thousand tears.
The Professor’s Apprentice
Thesis Work: October 24, 2012
Working on my literature review today, comforted with hot and delicious loose leaf tea and a ziplock bag full of my favourite chocolate pieces. I started out my work today with a bit of an attitude - psychologically, mentally, and emotionally I am so very ready to be finished this body of work. However, I was reminded how much I love they way transformational learning (TL) connects effortlessly to other areas of knowing and study. Jack Mezirow (2009), the Father of TL writes about how TL is connected to Jungian Psychology. He writes,
"The content or process of formal learning evokes images realized through dialogue. In the course of this interaction, both content and ourselves are potentially transformed. Individuation is an ongoing psychic process. When entered into consciously and imaginatively, it provides a deepening awareness of the self, and expansion of one's consciousness, and an engendering of soul. We become more fully who we are, and we are more fully able to enter into the community of humans. In Jungian terms, this is transformation - the emergence of the self" (p.24).
To me this is an incredibly beautiful connection.
- Lindy Garneau, The Professor's Apprentice
Mezirow, J., Taylor, E.W., & Associates. (2009). Transformative learning in practice: Insights from community, workplace, and higher education. San Francisco: Jossey-Bass.
bell hooks: Cultural Criticism & Transformation
Thinking critically is at the heart of anybody who wishes to transform their life. - bell hooks
How do we teach students to think critically about their sense of agency, entitlement, privilege, and world view in a way that enhances or transforms their lives?
As I work towards the completion of my master's thesis on transformational learning environments in the post-secondary classroom I am reminded of the road I have travelled that has lead me to this place. I am reminded of the extraordinary colleagues and students who have inspired me and accompanied me while I gather knowledge and undergo my own transformational learning experiences.
Transformational learning is a process, a learning journey, and a story that is always unfolding. Transformational learning is an ever evolving relationship between self-understanding, meaning, values, and validation.
When I look back on my own transformational learning journey I can see where I took risks and chances, where I have grown, and I can begin to understand which direction I want to journey in next. This article fills me with gratitude for the great mentors and teachers I have had the opportunity to work with. It is a reminder of where I have been and of how I am called to do this work. This work brings me great joy and gives me purpose and with that I am given the push I need to complete this leg of my journey.
- Lindy Garneau, The Professor's Apprentice
In Dirkx's (1997) view, transformative learning involves personal, spiritual, emotional, and imaginative ways of knowing - the way of mythos rather than of logos. Mythos is a facet of knowing that we see in symbols, images, stories, and myths. We experience soul through art, music, and film; it is that magic moment that transcends rationality and gives depth, power, mystery, and deep meaning to learning. In nurturing soul, we pay attention to the small, everyday occurrences in life; understand and appreciate images; and honour the complex, multifaceted nature of learning.
Patricia Cranton & Brenda Wright. (2008) The transformative educator as learning companion. Journal of Transformative Education, 6(1), p. 33-47.
When we provide space for our students to be creative and to share themselves through artwork, poetry, and stories we allow them to bring their spirit into their learning experience. In many ways it is far more difficult for students to soulfully participate in learning because many are unfamiliar with this aspect of themselves. Likewise, many instructors prefer for students to 'check their soul at the door' because teaching with the spirit in mind can be a risky business. If we require students to bring their soul's to class than we must bring our soul's to class as well. Teaching is an art and as I continue to refine my technique there is one thing I am constantly asking myself:
How can I create a learning environment which opens up the possibility for everyone to show up physically, mentally, emotionally, and spiritually?
How do you create your learning environment?
Reflections on Mezirow's Transformative Learning: Theory to Practice (1997)
The overall focus of this paper is the importance of being able to understand the meaning of our own experiences as they are validated by us, not as they are validated by other people – to be autonomous thinkers. According to Mezirow (1997) this is the definition of adult education. Within adult education there must be elements of transformational learning in order for adults to develop their ability to think for themselves and trust themselves. This builds confidence and self-trust and can be an empowering experience.
“Transformational learning is the process of effecting change in a frame of reference” (Mezirow, 1991, 1995, 1996; Cranton, 1994, 1996, as cited in Mezirow, 1997, p. 5). This process refers to creating change in pre-set associations, concepts, values, feelings, and conditioned responses that are already attached to the way adult learners think and perceive the world around them.
It is important in today’s working society that adults know how to make their own interpretations. It is equally important that adults engage each other in conversations about competing interpretations as this process helps adults to learn more and gain confidence about expressing their own ideas. This is how as a society we build collective beliefs and ideas. It is also important to note that the more information that is gathered on a topic the greater the likelihood of change regarding the interpretation of that topic. With additional information adult learners have the ability to critically reflect on what they know about the topic. In some cases the new information can cause a transformation within a learner’s point of view and possibly impact their frame of reference.
This works through the Four Processes of Learning:
Elaborate on existing point of view
Establish new points of view
Transform old point of view
Become aware, and critically reflect on our biases.
This process happens best when we are learning outside of our comfort zones. We become more exposed to transformational learning when we step outside of what we already know to be true.
As we grow older our minds become more aware and more critical, better able to recognize frames of reference, and imagine alternatives. We also become more responsible and more effective at working with others. This is important for learning in adulthood because learning is a social process and the better able we are to talk about our ideas the better able we are for learning new things.
The workforce of the 21st century requires employees that are able to adapt, change, be critical and flexible, as well as be able to make decisions. It is imperative that the workforce today be able to think for themselves. They must be critically reflective and able to talk with others about their ideas and beliefs. We need people who will not just trust what authority figures believe to be right and true. We need people who will challenge the status quo, who are able to critically examine situations, and who are able to effectively communicate and discuss their ideas without the fear of not being validated by peers and employers.
I never thought about how transformational learning has the ability to prepare adult learners for work in the 21st century. Showing people how to open up their minds as well as their own assumptions and then think critically about why they believe what they believe is a powerful concept.
How are my assumptions true?
How are my assumptions not true?
Asking ourselves these questions opens us up for a transformational experience. This is especially true in situations when an already well-developed idea or belief is being examined. Sometimes even just reframing the way we believe can have an impact on our overall understanding.
It is the responsibility of adult educators to create a learning environment where learners can grow into autonomous thinkers, develop critical reflection skills, and practice discourse. The best way to create this environment is to include the following:
Learning Contracts
Group Projects
Role Play
Case Studies
Stimulations
Actively Engage Learners
Critical Incidents
Metaphor Analysis
Concept Mapping
Consciousness Raising
Life Histories
Repertory Grids
Participation in Social Action
The role of the educator is to challenge learners to think about how or why they think the way they do. Through this process the educator becomes a facilitator and each learner takes turns leading the class through discourse. It is important that there be little to no hierarchy in terms of authority in this learning environment.
This article has helped me to realize the importance of transformational learning within workforce education today. I never thought about transformational learning as having an impact on how employees view their jobs, their voice, their beliefs, and their ideas.
I also learned about the process in which transformational learning takes place. It is helpful to know that autonomous thinking, critical reflection, and discourse are the key components in transformational experiences. It is also helpful to have a list of class exercises that can be used to facilitate these components and give learners an opportunity to engage with each other.
Definitions:
Frame of Reference:
Structures of assumptions through which we understand our experiences
Selectively shape and delimit expectations, perceptions, cognition, and feeling
Composed of two dimensions: Habit of Mind & A Point of View
Result of cultural assimilation or ideals of primary caregivers
Habits of Mind:
Broad, abstract, orienting, habitual ways of thinking, feeling, and acting influenced by assumptions that constitute a set of codes
Codes may be cultural, social, educational, economic, political, or psychological
Durable and hard to change
Example: Ethnocentrism
Point of View:
The constellation of belief, value judgement, attitude, and feeling that shapes a particular interpretation
Changeable
Example: Feelings, beliefs, judgements, and attitudes we have regarding specific individuals or groups
Instrumental:
Learning to manipulate or control the environment or other people to enhance efficacy in improving performance.
May involved empirical testing.
Impressionistic:
Learning to enhance one’s impression on others, to present one-self.
Normative:
Learning oriented to common values and a normative sense of entitlement (members of the group are entitled to expect certain behaviour).
Communicative:
Learning to understand the meaning of what is being communicated.
Involves at least two persons striving to reach an understanding of the meaning of an interpretation or the justification for a belief.
Involves researching a consensus (ideally)
Understanding: Purpose, values, beliefs, and feelings – less amenable to empirical tests
Critical reflection
Question to consider:
In what situation(s) does transformational learning not work?
References:
Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco: Jossey-Bass.
Cranton, P. (1996). Professional development as transformative learning: New perspectives for teachers of adults. San Francisco: Jossey-Bass.
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
Mezirow, J. (1995). Transformative theory of adult learning. In M. Welton (ed.), In Defense of the Lifeworld. Albany: State University of New York Press.
Mezirow, J. (1996) Contemporary paradigms of learning. Adult Education Quarterly, 46(3), 158–172.
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, no. 74 (pp. 5-12). San Francisco: Jossey-Bass. http://www.ecolas.eu/content/images/Mezirow%20Transformative%20Learning.pdf
- Lindy Garneau, The Professor's Apprentice
