 Transformational learning – is about

change, dramatic, fundamental

change in the way we see ourselves
and the world in which we live.
 Transformative learning – involves
experiencing a deep, structural shift
in the basic premises of thought,
feelings and actions.
 Mezirow (1994) described
the transformational learning theory
as being constructivist, an
orientation which holds that the
way learners interpret and
reinterpret their sense experience
is central to making meaning
and hence learning.
This theory involves two kinds
of learning:
 Instrumental learning – focuses on learning
through task – oriented problem solving and
determination of cause and effect
relationships
 Communicative learning – is involved with
how others communicate their feelings, need
and desires with another person. It helps the
learners to become critical, autonomous and
responsible thinkers
 Perspective transformation – leading to
transformative learning occurs infrequently.
Mezirow believes that it usually results from
a disorienting dilemma, which is triggered by
a life crisis or major life transition, although
it may also result from an accumulation of
transformations in meaning schemes over a
period of time
 Process of Perspective Transformation
 Psychological (changes in understanding of
the self)
 Convictional (revision of belief systems)
 Behavioral (changes in lifestyle)
 
 From Mezirow (1997) , the goal of
transformational learning is to change the
“frame of reference”, which is the collective
assumptions through which we interpret and
understand the world we live in.
 Elements of frame of reference: (Mezirow
1997)
 Habits of mind – are always affected and
shaped by assumptions which build on
cultural, social, educational and political
codes
 Point of View – Originates from habits of
mind
 Learning occurs in one of four ways:
(Mezirow 1997)
 By elaborating existing frames of reference
 By learning new frames of reference
 By transforming points of view, or
 By transforming habits of mind
 
 Levels of Cognitive processing: (Mezirow
1997)
 Cognitive processing: First order thinking
 Compute, memorize, read and comprehend
 Cognitive processing: Metacognition
 Monitoring progress and products of first
order thinking
 Cognitive processing: Transformative
learning
 Reflecting on the limits of knowledge, the certainty of
knowledge, and the criteria for knowing
 The following are the reasons to consider
transformative learning theory and practice for
students: (Guide for Educators of Adult, 1994).
 The transition to adult life. This often involves
personal transformation as students move from a
safe school environment to take on complex
work, study and social responsibilities
 When students are led to a deeper understanding
of concepts and issues their fundamental beliefs
an assumptions may be challenged leading to a
transformation of perspective or overview
 As we ask students to develop critical and
reflective thinking skills and encourage them
to care about the world around them they
may decide that some degree of personal or
social transformation is required.
 We are living through a period of
transformational change in society and
culture
 
 The following are the key points to apply
transformational learning in practice (Imel, 1998,
Taylor, 1998)
 Ideal learning condition – promotes a sense of
safety, openness, trust and care
 Effective instructional methods – support a
learner – centered approach, promote
student autonomy, participation and
collaboration.
 Sensitive relationship with the students – this
provides the students with quality learning
experience by being trusting, empathetic,
caring, authentic and sincere
 The following are instructional practices that
can be used to increase participation and
engagement in the classroom (de
Frondeville)
 Creating an emotionally safe classroom
students who have been shamed or belittled
by the teacher or another student will not
effectively engage in challenging tasks
 Creating an intellectually safe classroom –
begin every activity with a task that 95
percent of the class can do without your help
 Cultivating engagement meter – be acutely
aware of when your students are paying
strong attention or are deeply engaged in
their tasks
 Participating journal or blog writing to
communicate with students – let your
students write with regular reflections on the
work they have done
 Teaching self – awareness about knowledge –
creating a culture of explanation instead of a
culture of right answer
 Using the design process to increase the
quality of work – this is a draft – and –
revision process used by many professionals
to increase the quality of their work
 Marketing the projects – assign projects
which incorporate authentic tasks that will
help students in their lives, jobs or
relationships
 Educational Implications
There have been plenty of criticism
about education that aims at an end product,
rather than focusing on the learning process.
The lack of a priority of experience and
access to different areas of learning was also
mentioned.
To determine what to learn and how to
learn requires a dialogue among all those
who are involved in the educational process.
 Remember:
Transformative learning involves the
transformation of frame of reference (points
of view, habits of mind, worldviews) and
critical reflection on how we come to know
(Mezirow, 1997).
In order to foster transformative
learning, the educator should assist learners
in becoming aware and critical of
assumptions
 
 Reporters:
 Lenelyn S. Salera
 James Purgas
 Arnold Rodulfo
 Dominique Salazar