TEACHING FOR TRANSFORMATION

Teaching for Transformation

Jonathan West Instructional Strategies for Adult Learners Blog: www.bluesky55.wordpress.com Virginia Commonwealth University ADLT 603, Spring 2010 Dr. Gretchen Schmidt
1

TEACHING FOR TRANSFORMATION

Introduction Making meaning of our daily life is probably one of the distinguishing characteristics of being human. The earliest records of history demonstrate humankinds effort to better understand and adapt to the constantly changing world. One of the driving forces of adults seeking to understand their world more fully involves how to navigate and act on our own purposes, values, feelings, and meanings rather than those we have uncritically assimilated from others (Mezirow and Associates, 2000, in Taylor, 2008). Developing beliefs that are more reliable, examining and confirming their dependability, and making informed decisions are a basic part of the adult learning process. It is transformative learning theory that explains this learning process of constructing new and modified understandings of the meaning of an experience in the world (Taylor, 2008). This paper will provide an overview of transformative learning theory, summarize the observation of a classroom experience and interview with the respective teacher, and then analyze and synthesis important learning for me in my teaching and learning practice. Background Theory Review Transformative learning Transformative learning theory has come to prominence in the last 30 years primarily due to the work of Jack Mezirow. However, there are various alternative constructs of transformative learning theory with parallel ideas that consider aspects overlooked in Mezirows dominant theory. This paper examines Mezirows psychocritical view of transformative learning as the

TEACHING FOR TRANSFORMATION primary reference and in addition reviews the psychodevelopmental, pscychoanalytical views relating to development and individuation (Taylor, 2008). Psychocritical view. Mezirows study of perspective transformation of women reentering college in 1978 provided the foundations for his later publishing works on transformative learning theory in 1991 and 2000 (Taylor, 1998 & 2008). The theory of transformative learning is regarded as constructivist in nature and distinctively adult. It is based in human communication, where learning is understood as a process of using prior interpretation to construe a new or revised interpretation of the meaning of ones experience in order to guide future action (Mezirow, 1996, in Taylor, 1998). The transformative process is the course resulting in a change in a frame of reference (Mezirow, 1997, p. 5). Examples of frames of reference are concepts, values, associations, feelings, and conditioned responses, which have been acquired by an adult and define their world. They are the structures of assumptions and expectations that set our direction of action. When opportunities allow, transformative learners move toward a frame of reference that is more inclusive, discriminating, self-reflective, and integrative of experience (p.5). A frame of reference is comprised of two dimensions: habits of mind and a point of view. Habits of mind are broad habitual ways of thinking, feeling, and acting influenced by assumptions that make up a set of codes. These codes may be social, economic, political, psychological, or cultural. A habit of mind is expressed as a point of view, which is a collection of attitude, value judgment, belief, and feeling used to interpret experience (Mezirow, 1997). Frames of reference transform through critical reflection on the assumptions on which our interpretations, beliefs, and habits of mind or points of view are based (Mezirow, 1997, p. 7). Critical reflection can occur when we hear a point of view, self-assess our own beliefs or

TEACHING FOR TRANSFORMATION ideas, or read a book. It is through this reflection we question the reliability or truthfulness of assumptions and beliefs based on prior experience. Mezirow suggests reflection is the process of integrating present observations and past experience by which we change our minds (Taylor, 1998). The transformation process can start from a traumatic event or it can be an incremental process, an accrual of slight modifications in our frames of reference. Mezirow considers that anything that moves the individual towards a more integrated meaning perspective that is inclusive and open to other viewpoints contribute to an adults development. He also suggests that the practice of transformative learning is essential to adult development and includes the most significant learning in adulthood (Taylor, 1998). Psychoanalytical view. A psychoanalytical perspective of transformative learning is viewed as a process of individuation, a journey of understanding oneself through reflecting on psychic structures (such as shadow, ego, collective unconscious, persona) that constitute a persons identity. Individuation involves discovery of a sense of empowerment and confidence, a greater sense of self-responsibility, new talents, and a deeper understanding of ones inner self (Taylor, 2008). Psychodevelopmental view. A psychodevelopmental view of transformative learning is a view across the lifespan, reflecting continuous, incremental, and progressive growth (Taylor, 2008, p. 7). Fundamental to this view of transformation is change in the way we make meaning (epistemological change), rather than just change in quantity of knowledge or types of behavior. Further, there is an understanding of the role of personal influences, relationships, and holistic ways of knowing in transformative learning. There are several other ways in the literature suggests transformation can occur. Intuition, insight, relationships, personality, and emotion could play parts. Dirkxx (1998) proposes that

TEACHING FOR TRANSFORMATION solely rational explanations of transformation are insufficient. Carter (2000, in Cranton, 2002) finds that relationship among people is central and little evidence of rational dialogue. Teaching for transformation Guidelines for teaching for transformation. Cranton (2002) explores the implications for teaching using transformative learning theory. To better understand how to teach for transformation, it is important to recognize the different facets of the process. To change a habit of mind we have to think of it in some way. To engage in discourse we need to identify the topic for discourse. To critically reflect on an assumption we need to be aware of it. Cranton identifies seven facets as a guide to help prepare a learning environment to encourage transformation: an activating event that usually exposes an inconsistency between what a person just experienced, heard, or read and what a person has always believed to be true articulating assumptions, distinguishing underlying assumptions uncritically assimilated critical self-reflection, that is, questioning and examining assumptions in terms of where they came from, the consequences of holding them, and why they are important being open to alternative viewpoints engaging in discourse, where evidence is weighed, arguments assessed, alternative perspectives explored, and knowledge constructed by consensus revising assumptions and perspectives to make them more open and better justified acting on revisions, behaving, talking, and thinking in a way that is congruent with transformed assumptions or perspectives (Cranton, 2002, p. 66)

TEACHING FOR TRANSFORMATION According to Cranton there are no special teaching strategies that guarantee transformative learning. An argument put forth in an article, a story told by a class member, or a challenging statement in a lecture can just as likely kindle critical self-reflection as a carefully fashioned exercise. It is the environment of challenge that underpins teaching for transformation. In addition, while the challenge is combined with support, safety, and empowerment of the learner, at the core, it is a challenge of assumptions, perspectives, and belief that leads us to question ourselves (Cranton, 2002). Challenges of teaching for transformation. Taylor (2006) suggests four areas of challenge where further discussion is needed relative to teaching for transformation: the transformative educator, the transformative classroom environment, the transformative text, and the transformative learner. The transformative educator. The most significant challenge for the transformative educator is the question of whether we are willing to undergo transformation ourselves. Unless we can better understand our own frames of reference and how they shape our practice, how can we promote change in others? One way to facilitate becoming a transformative educator is to consider it a process of developing a more authentic teaching practice. Through this process educators develop a greater awareness of the self (both personal and cultural), an appreciation of the spiritual, and a recognition of ethical dimensions connected with furthering transformative learning (Taylor, 2006, p 92). An example of greater awareness of self understands how my cultural background and any associated privileges shape my frame of reference. Ethical responsibilities include recognizing that the perspective, position, and power of the teacher are constantly present in the classroom.

TEACHING FOR TRANSFORMATION The transformative classroom. In addressing the challenge of the environment of a transformative classroom, Taylor observes the importance of providing a safe, open, and inclusive learning environment. Transformative learning is stifled and rarely achieved without a healthy learning environment. An example given is broadening the classroom agenda to explore multiple knowledge constructions including affective, symbolic, spiritual, imaginative, and relational domains of learning. Engaging emotions in the classroom offers an opportunity for creating a dialogue with our unconscious. Sometimes by exploring unconscious emotional issues a process of individuation can occur. Ritual and reciprocity are two other essential factors to include in a transformative classroom. Ritual means creating occasions that cultivate collective opportunities for making meaning, in addition to occasions or mechanisms for opening and closing a session. Reciprocity means the teacher is willing to engage in personal critical reflection with the students and to evoke the interdependency that makes the process of transformational learning and teaching transparent and synergistic (Taylor, 2006, p. 94). The transformative text. In addition to the transformative educator and classroom environment, a key topic that has emerged is the power of text in fostering transformative learning. Usually text used is in the form of course readings that offer a starting point for class discussions and small group dialogue. Text is seen as having not a single meaning but multiple meanings, like multiple perspectives, that foster greater critical reflection (Taylor, 2006, p. 95). The text can become an encounter with a third person in the classroom and for some students it provides an opening to deeply held emotions that could ignite a transformative experience. The transformative learner. An area of practice in transformative learning that still needs greater understanding and clarity are is the learners role and responsibilities in the classroom as well as a better understanding of learner resistance. Some important questions that surface are:

TEACHING FOR TRANSFORMATION What is the students role when it comes to promoting learning in the classroom? What is the students role in monitoring and ensuring a safe learning environment? How does resistance manifest in the transformative classroom? Why do some students openly engage in the process, while others refuse to participate? What can transformative educators do in their practice to lessen resistance among students? (Taylor, 2006, p. 95). The literature on transformative learning is extensive and the topics covered above are an overview of the basic theory together with perspectives on how to put transformative learning into practice in the classroom. The following relates observations of a class conducted by a teacher who aspires to practice transformative learning. Observation of Class I observed Terry Carter teach a graduate level class in the VCU Adult Learning program. The class was called Learning in Groups and Teams and the topic for the day was group decision making and problem solving. To start the class Carter projected a slide showing the objectives and basic agenda for the day. She then put the class into small groups to discuss their experience of group decision-making in a work setting. She asked the group to reflect on and share with others what type of decision-making they find in their work experience. Following the sharing and discussion in small groups a large group discussion occurred on the theme of the advantages and disadvantages of the decision-making methods used, the class experience related to the reading, how the knowledge could be applied in their work, and the consequences of the various types of decision-making. The use of the slides primarily stimulated discussion rather than presented content. Following this learning activity Carter spoke some of the challenges involved in group decision making and introduced the concept of group think with a video approximately 20

TEACHING FOR TRANSFORMATION minutes long. The video explored the decision making process that held back critical technical information before the disastrous launch of the Challenger Space Shuttle as several other historical decision making failures such as the Bay of Pigs invasion. Parts of the video were reenactments performed for learning purposes, but there was also authentic footage of some of the events referenced. The video was potent because it presented real situations and the consequences of certain types of behavior, assumptions, actions, or inactions in the group decision-making process. The class then discussed their reaction to the video what they noticed, how it related to the assigned reading, and any experiences class members might have had involving a group think situation. Carter then led the discussion into ways to avoid the problems of group think, which was one of the topics of reading. The next major activity of the class explored another challenge of group decision-making called the Abilene Paradox. The class viewed a second video streamed from the Internet that demonstrated and gave an overview of the phenomena. Carter then led a large group discussion of the class reaction to the video, any similar experiences they might have had in their lives or work, and what possible alternatives avoids such a dilemma. This ended the time for the class. My reaction to the observation of the class My impression of the class was that Carter prepared for it well and understood the key points she wished for the class to receive. The mixed media and discussion formats kept the students engaged. I observed that by relating the reading material back to their work world, it helped to connect the new material to the students current and prior experiences. The small group discussion focused on which forms of decision-making were prevalent at their workplace. I think this exercise stimulated critical reflection and critical thinking because it asked the students to think about the situation at work in a way that related to the reading. The small group

TEACHING FOR TRANSFORMATION activity also gave learners an opportunity to hear different views. The large group discussion then created an opportunity the whole class to hear more perspectives. During the large group discussion Carter also pointed out key aspects of the topic that from the reading using several slides as background. Several students had relevant and potent work experiences to share that appeared to heighten the engagement level of the class. Several of the learners expressed frustration about the ineffective decision- making occurring at their workplaces. I think it is quite possible the some of the students could have further critically reflected on their reading and class discussion. With further critical self-reflection, in time they may transform one or more of their frames of reference. The next activity that involved watching a video of on the topic of group think that chronicled the failure leading up to the Challenger disaster was very powerful. I consider that this was andactivating event according to Cranton (Cranton, 2002). This video promoted a engaging discussion where that students shared diverse perspectives. During the discussion, Carter often asked questions to clarify comments or contributions and referred back to the text. I cannot recall if she specifically challenged anyones assumptions. However, a rich dialogue occurred which aired meaningful experiences and points of view that could well have led to transformation of some perspectives for participants. The first two activities occupied almost three-quarters of the class time. The last activity consisted of watching a streamed video on the Abilene Paradox followed by a large group discussion and a presentation of several slides with content from the reading by Carter. The discussion following the second video on the Abilene Paradox did not seem quite as engaged to me. It also seemed that the content on the slides may have been difficult for the students to digest at that point. The lower level of engagement after the second video could have been because of

10

TEACHING FOR TRANSFORMATION several reasons. The intense nature of the first two activities and discussions could have drain energy from the learners. The second reason is that it was at the end of a two and a half hour class occurring after a days work for most students and they were probably just tired. The video itself was effective even though somewhat dated. In addition, perhaps the learners had experienced enough challenge to their currently held assumptions and beliefs from the earlier activities. As a result they were less ready to go through the stress and anxiety of being open to another perspective and then examining their own beliefs and ideas again. Perhaps they were simply withdrawing into their shell at the end of the day for some recovery, recuperation, and possibly some later reflection. In my view the class went smoothly with plenty of opportunity for dialogue and the students gaining new perspective. The judicious use of slides helped to keep the focus on either the discussions or videos. Carter did give some mini lectures that were relevant and kept the attention of the students. Carters contributions during the dialogue were especially effective because they were relevant to points of view raised. My sense was that Carters contributions during the discussion had more impression than the mini lectures, but I did not ask anyone else what they thought on that issue. Overview of interview with Terry Carter I conducted my interview with Terry Carter, associate professor at VCU and head of the Adult Learning program. The interview first focused on some basic aspects of teaching and then explored with her transformative learning and teaching, the topic of my research interest, (see questions in Appendix A). The first part of the interview addressed how she prepared for class, if she had goals or objectives for each class, if and how she addressed teaching and learning styles, evaluation, qualities of effective teachers, the relationship with learners, and authenticity. The

11

TEACHING FOR TRANSFORMATION second part of the interview went into transformative learning, my topic of research. Since I knew that Carter has an interest in transformative learning, I asked specific questions in the following vein: how she uses principles of transformative learning in the classroom, how she challenges premises or assumptions, if she thinks that learners challenge their own assumptions even if they do not speak up, the importance of a safe environment for transformation, and the challenges and benefits of teaching in a transformative way. Preparing for class Carter said she prepares extensively for class by reviewing assigned readings and learning activities used in the past. She looks to see if there are new or different activities that might work from the ones she used in the past. She seldom does any class the same way as she had previously done. Presentation slides are used, usually as a starting place for discussion. If they have done their readings, the class can start from the students bringing in their current or past experiences of the related to the topic. Sometimes it is possible to leave whatever she has prepared and go with the flow of the discussion as long as it includes the key concepts she wants to focus on for that class. Carter can usually tell if students have done their reading within the first few minutes. She does have content on the slides for backup, if she needs it. She uses Vellas Four Is model to prepare. She has goals and objectives for each class that tied back to the course objectives that ultimately tied back to the program objectives. Individual class sessions touch on the major objectives connecting learning in previous classes to present learning and laying out future learning. An iterative, integrated approach helps learners to build a conceptual whole. Learners have a different concept of whole according to their prior experiences and learning. However, there are usually three to four key ideas for each class of which everyone should walk away with

12

TEACHING FOR TRANSFORMATION a common understanding. For the whole program, there should be 35-45 key concepts in a conceptual map or mental model that will be a part of each learner. These concepts should be the same for each learner although each learner will relate to the concepts differently. Teaching and learning styles Teaching styles. In regards to teaching styles, Carter suggests that everyone has a preference of style. She teaches mostly according to her own preferences. She said she has developmental and nurturing with perhaps a little bit of transmission preferences according to the Pratt inventory and seemed to be in accord with this assessment. She said, I deliberately try to help people construct meaning because I believe thats how learning occurs. To do this she creates opportunities for dialogue and discussion. One of the primary reasons she uses Vellas approach is because it is dialogical, where meaning is constructed. Learning styles. As far as learning styles, Carter realizes that learners have different learning styles and tries to vary her approach to cover different modes. Some may like visual, reading, listening, or discussion, and some need physical movement. She tries to balance these. Qualities of effective teachers According to Carter effective teachers understand themselves very well and attempt to bring the best of who they are to the teaching situation while recognizing different needs of learners. Her teaching philosophy is one of relational practice. This approach maintains that the growth and development of the learner is dependent on the relation with the teacher. This relationship is one of encouragement and support, and yet allows the teacher to challenge the learner. Carter tries to develop a person-to-person relationship of some kind with each learner. With this kind of relationship developed, if the student does not work up to his potential she then

13

TEACHING FOR TRANSFORMATION feels she can give a poor mark and expect to have a conversation and share what she thinks is needed for improvement. Types of evaluation Evaluation occurs through assignments that are primarily reflection, reflective writing, and assignments that allow the learner to integrate experience with the literature studied. Carter does not use tests. She did not recall ever giving a test since she has been teaching in higher education. Carter said, Constructing good test questions is extremely difficult to do and even when you do its measuring lower knowledge. Id rather test at the application, synthesis, or evaluation level [Blooms taxonomy] that asks you to integrate your knowledge. If you dont have that basic knowledge, I can tell you dont have it through your writing or projects. Carter does give feedback all along both formative and summative and considers evaluation important as feedback. She referenced Mezirow who says that validation is the most important thing for an adult learner. She further said, Learners need to be validated. They need to know where they stand. They need to know whether theyre getting it right. They need to know whether they need to do something differently. So, that ability to give people feedback on what theyre doing is important. Teaching to transform Process. While Carter does consider herself an educator with transformative learning intentions, she realizes that she can only provide learners with opportunities for transformation. She cannot actually guarantee a transformation of perspective. She gives learners the possibility to construct meaning through classroom discussions, written work, reflections, and assignments. Discussions and conversations first take place in small groups. This allows the learners to make meaning which they bring back to the whole group so all can learn from the small group finding.

14

TEACHING FOR TRANSFORMATION Dialogue and meaning making is a cornerstone of classroom processes rather than a focus on rote facts. Carter says, I can only challenge people to reflect and hope that they change a meaning scheme that may not be functional any longer. Or ultimately, if were successful, they will have much broader discriminating perspective thats altered as a result of having participated in the learning of the program. One of the underlying principles of transformative learning is for learners to challenge assumptions or premises. When asked how she does this, Carter responded that learners make their assumptions visible through dialogue and discussions and considers it an organic process. At times when learners say something in class as part of the discussion, she asks them to explain their thinking. She said a questioning process helps bring out thinking, but it is difficult to plan to challenge assumptions. One can only challenge learners thinking in the moment when it becomes visible. Carter also considers it possible for learners to alter their meaning scheme through listening to others and hearing about something they question. They do not have to question overtly. They can question quietly or internally. Students can also question each others assumptions, but the teacher needs to create an opportunity where they can dialogue with each other. Role of teacher. Because the revising of previously held assumptions, beliefs, or values can be a scary process for learners, a supportive environment and manner of the teacher is important. Carter sees that this is where a relational approach to the student is important. Without the development of a one-to-one relationship of teacher and learner, she thinks the opportunity to experience transformative learning is not possible. The teacher can create an environment that is conducive to learners feeling safe enough to put their ideas out for others to see. A safe environment and trusting relationships is important so when learners make their thinking visible

15

TEACHING FOR TRANSFORMATION and even if they are wrong, its OK, and that youre willing to be wrong. Carter believes fostering relationships contributes towards this kind of environment. Challenges of teaching to transform. One of the challenges of transformative learning is challenging learners thinking. Carter finds that learners are not always comfortable having their thinking challenged; and likewise, it is not so comfortable for other learners to see another persons thinking challenged. This is a delicate area and in some cases Carter finds it easier to challenge someones thinking in a one-on-one situation. Again, this is where a trusting relationship is important so that learners feel support. There are also occasionally times when a teacher encounters people who do not want to learn. Carter referenced a story from Larry Dalozs book, Mentor, where he tells about Gladys, who refused to learn. Carter says, You can teach for transformation, but you cant guarantee it. She said in all of her years of teaching she could only think of perhaps one person who went through the whole program whom she thought might not have changed at all. Benefits of teaching to transform. When considering the benefits of using transformative learning in the classroom, Carter says, its the only way Id want to teach because its working towards growth and I cant imagine teaching for anything other than that. Why bother? She hopes that people will be different at graduation from when they started the program. She considers growth to include both the personal and profession domain where concepts are broadened and the mind is open to more possibilities. She hopes that learners gain a wider repertoire of responses in a given situation; that they are more discriminating and flexible, and more open to alternative viewpoints. She considers this type of learning and change to be far greater than just content acquisition, and sees it occur on a regular basis for many people. The amount of transformation that occurs from when a student enters the program until they graduate

16

TEACHING FOR TRANSFORMATION varies with individuals. Only the individual can decide how steep their learning curve is and how broad is their expansion. Carter says that some grow a little bit and others grow enormously. Most of the learners come motivated. They have chosen to put themselves in a situation to get something out of it. Carter finds it very fulfilling to participate in and witness the transformations of learners. Opinion/critique of interview The interview was very valuable because I received many perspectives on teaching and learning. It was helpful to hear how Carter prepares for class and how she relates the class objectives to the course objectives and program objectives and connects past learning to current and then future. I also found it interesting to hear her perspective on teaching styles. She seemed content to teach with her preferences and I could understand that when she gave an example of another professor who teaches with a different style. I could not see myself teaching with that style either (I also had different preferences than the example she gave). Another interesting point was Carters views on evaluation. She does not give tests and considers tests to evaluate at a lower level of Blooms taxonomy. She prefers to evaluate at higher levels such as application, synthesis, and evaluation. Further, her views on the importance of evaluation as feedback for adult for adult learners made an impression on me. I think it is challenging for me to give evaluative feedback and will need to reflect on how I could better do this in the future. One of the main points I received from the interview was how Carter considers her approach to teaching a relational approach where support and nurturing are a focus. By developing a person-to-person relationship, she can challenge learners when they are not up to the mark. She also considers her approach to transformative learning to be a relational approach

17

TEACHING FOR TRANSFORMATION instead of the dominant psychocritical view that Mezirow espouses. A part of the relational approach is to create a safe environment and trusting relationships where learners are willing to risk putting out their ideas for others to see and examine. I did find that Carter puts into practice the basic elements of transformative learning theory and provides plenty of opportunity for dialogue and critical reflection. A point that stood out from the interview was Carters emphatic view that it is not possible to guarantee transformation. Her perspective is a teacher can only create opportunities for transformation but not make it happen. To me this viewpoint reflects the role of the teacher as a facilitator that puts the responsibility for learning in the hands of the learner. In this capacity, the teacher creates the opportunity, guides the process, and supports the learners through the process. This demonstrates a constructivist approach to teaching. Another point that impressed me from the interview was Carters view on challenging assumptions. I had been interested in learning how to do this better since I see that untested assumptions are an area that affects many aspects of work and life. However, I found out that it is not easy to challenge a learners assumptions. It seems that simply asking a learner to share their thinking on their perspective can be a way help a bring to light assumptions that are held. It was interesting to hear that Carter views challenging assumptions as an organic process, perhaps as something that grows out of fertile soil combined with sufficient sunlight, water, and nutrients. These conditions and elements must be the role and contribution of the educator, the classroom environment, the texts and learning materials, and the learners. The authenticity expressed at several points of the interview struck me. At one point Carter shared her teaching preferences and compared her approach to another teacher. Another was when sharing her views about challenging assumptions; she shared this was an area that she

18

TEACHING FOR TRANSFORMATION could work more on. I also found that when she told the story about Gladys who refused to learn she was acknowledging the possibility that no matter what a teacher may do that some people might not be ready to learn. This was again transferring the responsibility for learning to the learner. The last thing that impressed me about the interview was the reward that Carter feels when she witnesses the transformation and growth that occurs over time with a student that completes the program. Since her interest is growth and development, she finds the higher education environment more fulfilling than a corporate environment where the main business is not education. What I have learned about teaching for transformation One important point that impresses me about transformative learning theory is the simplicity of its core and the variety of ways it can transpire. Basically, through some kind of event, which could be as upsetting as losing a job or as mundane as an unexpected question, a person becomes aware of holding on to a limiting or unclear view. If the person critically reflects on this view, is open to alternatives through dialogue with friends or family or maybe a person on the bus, and as a result changes the way he perceives things, he has transformed a part of how he makes meaning of the world (Cranton, 2002). Through my research, classroom experience, and interview I now have a clearer picture of the process of transformative learning and better understand what I could do as a teacher to foster it. The next important concept I realized from the project is that I cannot create transformation. It is not an exact, controlled process. Rather, there is no guarantee that transformation will occur, even if someone participates in the basic elements. As a teacher, one can only create opportunities for transformation. Transformation is dependent on a learners

19

TEACHING FOR TRANSFORMATION experience, interests, belief, and perspectives. Only the learner can experience knowingly or unknowingly the transformation process. The research suggests that transformation starts with an activating event followed by discussion and critical reflection. I saw three examples of activating events used in the classroom to promote discussion. One was reflecting on and recalling how decisions are made at the workplace and the other two were effective video presentations that stimulated engaged discussion. My research and interview suggests that critical reflection often occurs after leaving the classroom, for instance, walking to the car, driving home, preparing dinner, and so on. It is also difficult to ensure critical reflection. A teacher can only create the opportunity and supportive environment. According to both the literature and my interview transformation can be an incremental process (as an alternative to originating as a result of a traumatic event) in which views are gradually changed. Carter says transformation is usually visible over time. Another important factor I learned from the literature and my interview and confirmed by my classroom observation is that a nurturing environment is important. Carter was open to hear viewpoints from all students and really made an effort to share the floor. I think that students were comfortable sharing their opinions and views which, to me, reflects an ongoing atmosphere of respect and trust. I could also see that she had developed relationships with most of the students in the class. I think this was by being authentic, open to listen, and being supportive about issues related to class or even personal, or work life. How I can use the information in my teaching

20

TEACHING FOR TRANSFORMATION There are several important points I learned from my research, observation, and interview, which I would like to keep in mind. There are also specific things regarding transformative learning that I will also try to incorporate into my repertoire. Regarding general class preparation, I learned it is important to keep in mind the goals and objectives of a class and understand how they connect with larger goals and objectives of a course or program. When learners are well prepared I need to remember to be ready to go with the flow of discussion, and to have a backup plan if they are not ready. I also realize that I can learn to focus evaluation on higher levels such as integration, synthesis, and evaluation. I think this focus of evaluation will also provide feedback that is more valuable to learners. Developing evaluation protocols that focus on higher-level thinking is an area where I need to grow in knowledge and practice. I would like to incorporate the entire transformative learning process into my teaching! I realize there are many ways besides just rational discourse the dominant view suggests that can promote transformation. I would like to further research and experiment with some of these. I realize from my own blogging that it is helpful to have a reflective practice. I have also found that when I had to read and comment on one or two other classmates, it was fascinating to discover different perspectives on either the same reading or something that had occurred during class. In this regard, I would support blogging or journaling and autobiographical exercises. An area I would like to learn more about and practice is how to challenge assumptions in a way that is respectful and safe for the learner. I realize this is a sensitive area and perhaps the place start is to examine my own assumptions so that I become familiar with the process. Maybe that is why I have had a difficult time understanding just what it means to examine assumptions. Now I have some actions that I can take. I think that if I first become more familiar with the

21

TEACHING FOR TRANSFORMATION specific process of discovering and examining my own assumptions, it will then be much easier to do this with other learners. I have tried to change myself through reflection and selfexamination and in the process have probably revised assumptions. However, I am not conscious of the specific process. Perhaps this also demonstrates the validity of the non-rational approach to transformation. An important point I learned from my classroom observation is to choose an activating event that is relevant and has possible dramatic impact. This can stimulate active discussion and dialogue. This is an important point for planning instructional strategies. What are the possible questions raised through the activating event? Will they address some of the key issues intended? I also learned that using different media such as video clips gives an alternative perspective that can promote dialogue. Conclusion The idea of teaching for transformation is fascinating to me. Through a research project that has involved current literature, classroom observation, and an interview with a transformative educator, I have expanded my understanding of the transformative learning process. In addition, the analysis, synthesis, and evaluation of the different aspects of the project contributed immensely to my expanded knowledge. I view adult learning as a developmental process as well as a process of individuation where the learner expands in self-awareness and awareness of others. Transformative learning provides an approach to help learners in their development and individuation and I plan to use it in my teaching and learning in the future.

22

TEACHING FOR TRANSFORMATION

References

Cranton, P. (2002). Teaching for transformation. New Directions for Adult and Continuing Education, 93, 63-71. Dirkxx, J. (1998). Transformative learning theory in the practice of adult education: An overview. PAACE Journal of Lifelong Learning. 7, 1-14. Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5-12.

Taylor, E. (1998). The theory and practice of transformative learning: A critical review. Center on Education and Training for Employment, Columbus, OH. (ERIC Document Reproduction Service No. ED 423 427) Taylor, E. (2006). The challenge of teaching for change. New Directions for Adult and Continuing Education, 109, 91-95. Taylor, E. (2008). Transformative learning theory. New Directions for Adult and Continuing Education, 119, 5-15. Taylor, K. (2006). Brain Function and Adult Learning: Implications for Practice. New Directions for Adult and Continuing Education,110, p.71-85. DOI: 10.1002/ace.221

23

TEACHING FOR TRANSFORMATION Appendix A Questions from Interview with Dr. Terry Carter March 24, 2010 1. 2. 3. 4. 5. 6. 7. 8. 9. How do you prepare for a class? Do you have goals or objectives for each class? How to you address or deal with teaching and learning styles? What are qualities of effective teachers? What are some of the things that are part of building relationship with learners/students? Daloz talked of teaching as an act of care, is this related to building relationship? How to you consider authenticity as a part of teaching? How do you evaluate? What are some of the different evaluation methods used? I know you did your doctoral thesis on aspects of transformative learning and have an interest in this approach. Do you and, if so, how do you utilize the principles of transformative learning in your teaching? How do you put it into practice? 10. The basic aspects of transformative learning that Im aware of, the elements: discussion, reflection, critical thinking Of these, which are important to you? 11. How do you challenge assumptions or premises? Do you just end with discussion and dialogue and hope people challenge their own assumptions or do you sometimes make an effort to more directly challenge learners assumptions? 12. What are some of the challenges or benefits for you as a teacher to teach in a transformative way? 13. Are there important things to be aware of if youre working towards transformative learning?

24

TEACHING FOR TRANSFORMATION 14. Does that affect your attitude or expectations in the sense of how youre looking for results not everyone is going to get what they could have not everyone is going to get the same thing. 15. So, if you reflected back, because you did do some sort of professional development when you were working for the Fed Reserve, didnt you? How would you say it is different than what youre doing now? 16. Did you feel like people didnt value what you were doing in the organizational world, Not necessarily personally, but for whatever reasons, people had different ideas, etc.?

25