Aphra Sutherland

Science 511
March 11, 2020
Word count: 501

Transformative Learning: Theory to Practice Reading Summary

Mezirow defines the titular term in his article on transformative learning as expanding
your horizons from personal experience, what he calls a frame of reference, to a mode of
learning based on a purposefully open-minded perspective. Transformative learning refers to
learning that specifically changes our frame of reference through discourse, characterized as
critical and significant interactions with the world around us. Mezirow also identifies four forms
of learning: further investigation of a preconceived notion, forming new points of view,
exploring and adapting our previous opinions, or critically examining our general frames of
reference. Accomplishing all modes of learning, especially the latter two, relies on the ability of
learners to be autonomous and adapt to a changing world. Autonomy is accomplished by
designing education in a way that allows learners to critically challenge their own perspectives in
all three categories of their frame of reference – cognitive, conative, and emotional. Challenges
and assessments should be tailored to suit current frames of reference, but then allow learners to
form new assessments on their own, rather than through simple knowledge transfer. In this way,
adults can challenge and shift their belief systems in meaningful ways that allow them to re-
engage with changes in the world and adapt to new circumstances with a full understanding of
the complexities.
I find the concept of critical re-engagement with previously formed views to be of
particular interest in terms for my practicum. I think that there are some valuable classroom
strategies stemming from the application of pressure to current frames of reference. For instance,
one of the most valuable understandings that comes with studying invertebrates is expanding our
definitions of how bodies are constructed. As humans, we tend to initially learn about human
bodies and systems, which situates our knowledge in a very particular and personal way.
However, our body systems are actually diversified versions of many invertebrate systems. One
of the main goals in this class is to understand the diversity of systems such as the nervous,
circulatory, and digestive systems, among others. This is a case where we can use our early
frame of reference, which defines bodies very specifically in a human context, to evaluate and
redesign our understanding. Having an understanding of human systems gives us context to start
but our understanding of our place in the biological world will be enriched by comparing this
with different evolutions of the same functional systems. I plan to use this to help students
contextualize learning all the different body systems in the invertebrate groups by comparing
them firstly to their own systems, and then to other invertebrate systems. For instance, we have a
closed circulatory system, powered by a four chambered heart, which is quite different than the
open circulatory system, containing a simple heart with holes facilitating blood flow, that is
found in this week’s group: arthropods. Hopefully, this type of learning will allow students to not
only gain a better understanding of course material but also to contextualize their own role and
position in nature.