Transformative Learning – Theories and Practices

Dr. Radhika Kapur

Abstract
Transformative learning is one of the imperative areas that are essential to understand
especially for those individuals who choose education as their field of interest. This area is vital
not only for people who have chosen education but also for other individuals who have other
fields of interest such as psychology, sociology, philosophy and so forth. In this research paper,
the researcher has attempted to highlight essential factors about transformative learning; these
are what is transformative learning, facts of transformative learning, different stages of
transformative learning, transformational service-learning process model, types of transformative
learning, and transformative learning theories. This information communicates to the readers that
in ones life, transformations matter to a great extent, whether it is ones personality, work ethics,
communication with the outside world or family members or friends or behavioral traits or
resolution of conflicts and disputes. The significance of transformative learning has been
specified on the whole in the research paper.
Keywords: Transformative Learning, Service-Learning Process, Self-Reflective,
Theories, Facts, Stages

What is Transformative Learning?

Jack Mezirow is a principal thinker in the field of adult education who developed his
categorization of Transformative Learning (TL) in the late 70s and the early 80s. TL is the way
through which people change their manners in which they interpret their experiences as well as
their interactions with the world. If an individual holds negative viewpoints about something in
the outside world, he becomes aware of it; if an individual determines alternatives available,
brings about changes in his perspectives of observing things that means that the individual has
brought about a transformation in some area of the surroundings, environment or the world. Jack
Mezirow conducted research concerning the processes and changes that 83 adult women went
through when they returned to college; these women underwent change in the perspectives as a
result of their experiences. Mezirow identified this transformation of perspective as going
through ten ordered phases: (Transformative Learning, 2006).

1. Experiencing a disorienting predicament.

2. Experiencing self-examination.
3. Conducting an appraisal of internalized hypothesis and feeling a sense of
estrangement from established social expectations.
4. Linking dissatisfaction to the similar experiences of others, in other words, sharing
the problem.
5. Exploring various other opportunities for new ways of performing.
6. Developing proficiency and self-confidence in new roles.
7. Scheduling a course of action.
8. Acquiring knowledge, wisdom, understanding, skillfulness for implementing a new
course of action.
9. Trying different parts and tasks and then evaluating them.
10. Reintegrating into society with the other point of view (Transformative Learning,
2006).

Facts of Transformative Learning

Transformative learning is a crucial and a vigorous area of research in concern with adult

education as well as other fields. TL seemed to have replaced andragogy as the iconic
educational viewpoint of the field. It involves offering adult educators demonstrated teaching
strategies on the basis of substantive research outlined within sound theoretical hypothesis. In
addition to the increasing number of empirical research studies, there is also a promising
existence of differing conceptions of transformative learning theory being employed in the field.
With this growing recognition from various sections, it should confront educators and
researchers in a similar manner to not rest on their laurels. There is still much that is not known
about transformative learning and much to learn about how people adjust to their understandings
about the world around them. TL has come into existence in a higher educational classroom or a
workshop setting. The main focus has been laid upon the professional development of the
faculties and the students; students get engaged into various kinds of learning experiences that
are stimulating, encouraging, and focus upon their overall development (Taylor, 2007).
Transformative learning also focuses upon the concerns of irreversibility, sustainability,
meaning changes, adjustments in plans and schemes and epistemological changes. Ways of
communication should be based on relations, good terms and trust. Formulating relationships is
stated to be an essential factor in transformative learning, when expressions and terms are good,
that provides enough room to discuss various issues, bring about suggestions and share
information openly (Taylor, 2007).
Different Stages of Transformative Learning
There has been identification of different stages of transformative learning: (Turner,
2004).
1. Transformative learning involves a transformation even in aspects such as being and
observing rather than just performing ones tasks.
2. Transformative learning is a challenging, cumbersome and a tedious process; it is
obvious that bringing about any kind of transformation in any thing cannot be simple or
straightforward.
3. Transformative learning is about long lasting, significant and self-directed changes; the
variations that come about are noteworthy and meaningful.
4. Some of the pathways to bring about transformation have been recorded by surveyors of
consciousness and awareness.
5. Technology, machinery, equipment, tools, methods, procedures, experiences, coaching,
teaching-learning methodologies, processes, communication skills, curriculum and
instruction techniques and so forth are all the ways that can help the individuals in
experiencing transformative learning.
6. The final stage of transformative learning is that it involves four steps which are identity,
thinking, actions and results.
Transformational Service-Learning Process Model
The features of transformational service-learning process model have been classified
as follows: (Kiely, 2005).
Contextual Border Crossing – Personal factors such as personality, learning style, sense
of efficacy, expectations, prior level experience; structural factors such as race, class, creed,
culture, nationality, ethnicity, sexual orientation and physical ability and historical factors such
as socioeconomic and political history and programmatic factors such as intercultural
commitment, direct services, communication, curriculum that centers upon aspects such as
poverty, economic disparities and inequalities are all the points that outline the way students
experience transformational learning in service- learning.
Dissonance – There is a connection between dissonance type, concentration, period and
nature of the learning processes; dissonance which is of high intensity catalyzes ongoing
learning. Dissonance types are historical, environmental, social physical, economic, political,
cultural, spiritual, religious, communicative and technological.
Personalizing – Personalizing represents how an individual responds to and learns from
various types of dissonance; it obliges students to assess internal strengths and weaknesses.
Emotions and feelings include anger, happiness, sadness, fear, helplessness, apprehension,
perplexity, joy, nervousness, romanticizing, cynicism, disdain, selfishness and mortification.
Processing – Processing comprises of both individual reflective learning process as well
as the social communicative dialogue learning process. The factors that processing involves
include problematizing, questioning, analyzing, and researching solutions to predicaments and
problems. It occurs through various philosophical and discursive processes such as journaling,
reflection groups, community dialogues, walking, research, and observation.
Connecting – Connecting is a process of establishing relationships of empathy and
harmony between community members, peers and faculty. It is learning through non reflective
modes such as sensing, sharing, feeling, caring, contributing, relating, listening, comforting,
empathizing, intuiting, and implementing. Examples include performing skits, singing, dancing,
swimming, getting involved into sports and extracurricular activities, attending church, visiting
religious places, completing errands, playing games, home stays, preparing and sharing food,
treating wounds, and sharing stories and experiences.
Types of Transformative Learning
Transformative learning has been categorized into three main types: (Kitchenham, 2008).
Instrumental – In this case, the learners become interested in knowing, what are the best
learning means to develop in order to understand and grasp the information.
Dialogic – In this case, the learners become aware of knowing when and where learning
can take place in a best possible manner. For instance, they take into consideration the
environmental factors, opportunities and the possibilities; what would be the appropriate days
and timings for learning to best take place.
Self-Reflective – In the case of self-reflective, the learners raise the question, in other
words ask that why they are learning the information. The learners scrutinize the purpose of
learning and also try to understand how learning, putting in effort would be advantageous to
them. The learners want to make learning beneficial to themselves in every possible manner.
Within each of these learning types, there has been occurrence of three processes:
(Kitchenham, 2008).
1. Learning Within Meaning Schemes – Working with current meaning schemes, by
enlarging on, harmonizing, improving and modifying their current systems of knowledge
and information.
2. Learning New Meaning Schemes – In this case, the process includes attaining new
innovative methods, techniques and proposals that are standardized in accordance with
the methods that have been implemented previously within the learner’s meaning
perceptions.
3. Learning Through Meaning Transformation – When the learner comes across a difficult
situation or a problem that cannot be resolved through neither present meaning schemes
nor learning new meaning schemes. Then the difficulty can be resolved by bringing about
a transformation, in other words re-definition of the problem.
Transformative Learning Theories
Robert Boyd: Transformation as Individuation
Transformation for Boyd is understood as the elemental change in ones personality,
It also aims at bringing about resolution of personal conflicts and disputes and expansion of
consciousness resulting in greater personality integration. It was believed that transformations
bring about changes within an individual’s psychosocial development. The central purpose of
this theory is to liberate a person from any kind of unconscious content and cultural norms and
patterns that restrain the prospective for self-actualization. Boyd’s transformation is about
coming to terms with the first half of ones life and a momentous incorporation with the second
half. The most crucial area that Boyd focuses upon is conflicts that take place within an
individual’s psyche and the resolution of those conflicts. This theory takes into account what are
the appropriate conflicting resolution techniques; the reason being that occurrence of conflicts
and disputes do certainly hamper the person’s mindset and psyche (Transformative Learning
Theory, n.d.).
Boyd looks upon transformative journey not as a progression of rational problem solving
practices dependent upon critical reflection but as a process of discernment. Discernment is a
holistic orientation leading to introspective insight, personal understanding of viewing life in a
relational completeness. It is indicative of three distinct activities: accessibility which is
listening, acknowledgment which is recognizing the need to choose, and anguished which is self-
talk and emotional crisis. Concerning the fostering of transformative education, Boyd sees its
purpose as helping students come to recognize their courage that enduring within the person is
accuracy, information, which is not separate from socio-economic, political, and other cultural
influences, but exceeds them. The adult educator is encouraged to practice two good values; each
one is devised to arouse the spiritual energy necessary for self-reflection in learning throughout
life. The first good value, seasoned guidance, is that of an experienced mentor reflecting on their
own journey with the intent to help guide others in an appropriate direction. The second good
value is compassionate criticisms, supporting students in questioning their own reality,
facilitating the process of discernment, which ultimately reveals the present and creates a path
for the future. Finally, it is important to remember that Boyd’s view of transformative education
is enlightened by depth psychology, discovering the role of the unconscious. It is through
dialogue and communication with the unconscious that transformation; individuation is possible
(Transformative Learning Theory, n.d.).
Paulo Friere: An Emancipatory Transformation
Paulo Freire (1970) was a radical educational reformist from Brazil in Latin America; he
worked on portraying a practical and a theoretical approach to emancipation through education.
His work is based on his participation with teaching people who had limited literacy skills in the
Third World, where he used an educational method that was such an intimidation to those people
who possessed authority; he was exiled from Brazil in 1959. Freire wanted people to develop an
“ontological vocation”; a theory of existences, which analysis people as subjects, not objects,
who are constantly reproducing and operating on the transformation of their world, so it can
become a more reasonable place for all to survive. This transformation, or unveiling of reality, is
an enduring, never ending, and energetic procedure (Transformative Learning Theory, n.d.).
 Freire is much more concerned about a social transformation via the unveiling or
demythologizing of reality by the oppressed through stimulating their critical consciousness,
where they learn to recognize social, political, and economic incongruities and to take action
against the tyrannical constituents of actuality. Freire was of the viewpoint that education is
never neutral, it either controls by imparting the values of the dominant group so that learners
assume things are correct the way they are, or liberates, allowing people to critically reflect upon
their world and take action to change society towards a more evenhanded and a fair visualization.
Freire perceives critical reflection as fundamental to transformation in context of problem-posing
and discourse with other learners. However, in contrast, Freire sees its rationale based on a
redetection of power such that the more seriously aware learners become extra, that they are able
to renovate society and consequently their own reality (Transformative Learning Theory, n.d.).
According to Freire, “Education should raise the awareness of the students so that they
become subjects, rather than objects, of the world. This is done by teaching students to think
democratically and to continually question and make meaning from everything they learn”
(Fortaliza, 2007, p 3). Freire communicated about the myth of looking at the education system
like a bank, a large repository where students come to withdraw the knowledge they need for
life. “Knowledge is not a set commodity that is passed from the teachers to the students. Students
must construct knowledge they already possess. Teachers must learn how the students
understand the world so that the teacher understands how the students can learn” (Fortaliza,
2007, p 4). Freire is best known for his argument on what he called the “banking concept of
education”, in which the student was observed as an empty account to be filled by the teacher. In
this concept, information is an award granted by those who regard themselves to be aware upon
those who are not aware (Fortaliza, 2007).
According to Freire, knowledge is a procedure of knowing, which involves the whole
conscious self feelings, sentiments, memory, affects and an epistemologically inquisitive mind,
focused on the area, equally involving other thinking subjects, that is, others who are capable of
learning and also interested. Teaching is a political method; it must be democratic to avoid
teaching ability dependence. The teacher must thoroughly understand the student so that
curriculum can be created in ways that are significant to the student. The teachers must become
learners and learners must become teachers. Freire’s entire education profession is based on his
aspiration to provide immense openings for the poor and oppressed people of the world,
particularly those in Brazil (Fortaliza, 2007).
Freire talks about Conscientizacao, it is a Portuguese term that speaks of the manner in
which an individual via means of education comes to learn of the social, economic and political
inconsistencies of the world and to address those constituents with either submissive reception or
energetic confrontation. Education for both the privileged and the oppressed defines an
“educated person” as one who is a modified person because he or she is a superior ‘fit’ for the
world. Education as programming for both the privileged and oppressed groups promotes an
impressed serenity with every concept learned and characterized by those who are aware. This
analysis explains why Freirean educators in any social context encourage students to “think”
instead of “understand” an externally imposed evaluation and in terms of methodology advocate
questions. Concreteness is required to educate the underprivileged groups toward social
responses that are primarily respectful (Van Gorder, n.d.).
Paulo Friere affirms that literacy facilitates apprentices to acquire an improved perception
of themselves and their environments and makes available the indispensable expertise and
capabilities to perform in order to advance their socio-economic and political situation (Reddy,
2007).
Conclusion
Transformative learning is the changes brought about within the interpretations of the
people with the outside world, their experiences and their ways of communication. The concept
of transformative learning applies in all fields and not just education and learning. Jack Mezirow
in the field of adult education developed transformative learning; it involves several stages such
as observation, bringing about changes in performance of tasks, improving, progressing, making
use of innovative techniques, methods, suggestions and proposals. Transformational service
learning process model consists of areas such as contextual border crossing, dissonance,
personalizing, processing, and connecting. There have been three main types of transformative
learning, instrumental, dialogic and self-reflective. There have been two main types of
transformative learning theories, transformation as individuation by Robert Boyd and an
emancipatory transformation by Paulo Friere. Finally, it can be stated that transformative
learning applies not only in case of person’s learning and education but also in his manners,
decorum, behavioral traits, work, jobs, living, resolution of conflicts and disputes and overall
lifestyle patterns.

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