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Article/Reading: Becoming a Critically Reflective Teacher by Steven Brookfield 2017 chapter 2.

1. CONCISE SUMMARY OF READING

The second chapter of Stephen Brookfield's book "Becoming a Critically Reflective Teacher" explores
the topic of adult growth and how important it is for good teaching techniques. Brookfield suggests
that in order for educators to design meaningful learning experiences, they must possess a thorough
understanding of adult growth. He contends that in order to modify teaching strategies that
encourage critical thinking and promote development, it is essential to acknowledge the varied
backgrounds, experiences, and viewpoints of adult learners.

Brookfield stresses how important it is to recognize the distinct life experiences and viewpoints of
adult learners. He promotes the development of a classroom atmosphere that values diversity and
gives students the confidence to express their opinions and refute conventional wisdom. Teachers
can encourage a dynamic interchange of ideas that sparks critical thinking and increases
comprehension by appreciating and integrating varied perspectives. According to Brookfield, it's
critical to establish a welcoming learning environment where adult learners can reflect on their lives
and take calculated chances. He exhorts educators to set up standards of decency, compassion, and
tolerance in order to create an environment that welcomes candid discussion and helpful criticism.
Brookfield demonstrates how teachers may foster a climate of critical reflection by being vulnerable,
owning up to mistakes, and encouraging students to share their own experiences through case
studies and real-world examples. Brookfield also examines the part power dynamics play in adult
education environments. Although he recognizes that educators have a lot of influence, he
emphasizes the importance of a cooperative strategy that positions students as co-authors of
knowledge. Teachers can democratize learning by actively including students in decision-making
processes and asking for their opinions.

2. CRITICAL REFLECTION [2 x A4 pages]

Stephen Brookfield's "Becoming a Critically Reflective Teacher" serves as a foundational text in

the realm of adult education, providing insights into the complexities of teaching and learning in
diverse educational contexts. In the second chapter, titled "Understanding Adult Learning,"
Brookfield explores the intricacies of adult development and its implications for effective
teaching practices. This critical reflection aims to analyse the advantages and disadvantages

© ATU Dept. of Creative Education 2023-2024

 presented in the chapter, offering personal opinions and insights while delving into the broader
implications for adult education. Brookfield begins by emphasizing the diverse backgrounds,
experiences, and motivations of adult learners, highlighting the importance of recognizing their
unique needs and preferences. This approach is advantageous as it acknowledges the
heterogeneity within adult students, contrasting with traditional pedagogical models primarily
designed for younger learners. By embracing the diversity among adult learners, educators can
tailor their instructional methods to accommodate various learning styles and preferences,
fostering a more inclusive and engaging learning environment. Furthermore, Brookfield
introduces adult development theories, such as those proposed by Erik Erikson and Daniel
Levinson, to inform teaching practices effectively. These theories offer valuable insights into the
cognitive, emotional, and social growth stages experienced by adults, enabling educators to
design curriculum and activities that resonate with learners' developmental needs. By
incorporating these theories into teaching strategies, instructors can facilitate meaningful
learning experiences that align with the evolving identities and aspirations of adult students.
Though Brookfield's focus on theories of adult development offers a helpful foundation for
comprehending learners' requirements, it could also provide practical difficulties but need to be
to the point as “focusing reflection on power also raises the whole dimension of teacher power”
(Brooffield, 2017). The possibility of oversimplifying the nuances of adult learners' experiences
by grouping them into predetermined developmental stages is one possible drawback. Since
human growth is essentially dynamic and context-dependent, people may go through stages at
different rates or encounter particular difficulties and turning points that are difficult to classify.
As a result, when enforcing developmental theories, educators need to use prudence and
maintain awareness of the variety of life experiences that their adult students have.
Furthermore, Brookfield talks on how important transformative learning theory is for
encouraging critical reflection in adult learners, especially in light of Jack Mezirow's work “part of
a critically reflective focus is on clarifying how power relations in the outside world reproduce
themselves” (Brooffield, 2017). Transformative learning involves challenging learners' existing
beliefs and assumptions, prompting them to reconsider their perspectives and values, and
ultimately fostering personal and intellectual growth. This approach aligns with Brookfield's
broader aim of cultivating critically reflective teachers who are capable of facilitating
transformative learning experiences for their students. One notable advantage of transformative
learning theory is its potential to empower adult learners to become active agents in their own
learning journey. By encouraging individuals to question their assumptions, critically evaluate
evidence, and engage in self-reflection, transformative learning fosters autonomy and agency,
which are essential components of adult education. Empowering learners to take ownership of
their learning process can lead to deeper understanding, increased motivation, and sustained
personal growth over time. However, while transformative learning theory offers valuable
insights into fostering critical reflection among adult learners, its implementation may pose
challenges in certain educational contexts. One potential disadvantage is the inherent
discomfort and resistance that may arise when individuals confront deeply held beliefs or
ideologies that challenge their worldview. Transformative learning often involves navigating
cognitive dissonance, uncertainty, and emotional upheaval, which can be unsettling for learners
and instructors alike. Consequently, educators must create a supportive learning environment
that encourages risk-taking, vulnerability, and open dialogue to facilitate transformative learning
experiences effectively. In conclusion, Stephen Brookfield's exploration of adult learning in the
second chapter of "Becoming a Critically Reflective Teacher" offers valuable insights into the
complexities of teaching and learning in adult education contexts. By examining the advantages
and disadvantages presented in the chapter through a critical lens, educators can gain a deeper

© ATU Dept. of Creative Education 2023-2024

 understanding of the opportunities and challenges associated with fostering transformative
learning experiences among adult learners. Ultimately, by embracing the diverse experiences
and developmental needs of adult students while navigating the complexities of transformative
learning theory, educators can cultivate a culture of critical reflection that empowers learners to
engage meaningfully with their learning process and promote personal and intellectual growth.
Brookfield's emphasis on understanding adult development and transformative learning theory
highlights the importance of recognizing the dynamic nature of adult learners' experiences and
the potential for growth and transformation. By embracing these concepts, educators can create
inclusive and engaging learning environments that foster critical reflection, personal
development, and lifelong learning among adult students. Though Brookfield's focus on theories
of adult development offers a helpful foundation for comprehending learners' requirements, it
could also provide practical difficulties. The possibility of oversimplifying the nuances of adult
learners' experiences by grouping them into predetermined developmental stages is one
possible drawback. Since human growth is essentially dynamic and context-dependent, people
may go through stages at different rates or encounter particular difficulties and turning points
that are difficult to classify. As a result, when enforcing developmental theories, educators need
to use prudence and maintain awareness of the variety of life experiences that their adult
students have. Furthermore, Brookfield talks on how important transformative learning theory is
for encouraging critical reflection in adult learners, especially in light of Jack Mezirow's work.
Furthermore, Brookfield's discussion of transformative learning theory highlights the potential
for fostering critical reflection and personal growth among adult learners. Transformative
learning involves challenging learners' existing beliefs and assumptions, prompting them to
reconsider their perspectives and values, and ultimately facilitating personal and intellectual
growth. By incorporating transformative learning principles into teaching practices, educators
can create transformative learning experiences that empower adult learners to engage in critical
reflection and self-directed learning. However, while transformative learning theory offers
valuable insights into promoting personal growth and transformation among adult learners, its
implementation may present challenges in educational practice. Transformative learning often
involves navigating cognitive dissonance, uncertainty, and emotional upheaval, which can be
unsettling for learners and instructors. Furthermore, in order to facilitate transformative learning
experiences, educators may need to invest a great deal of time and energy in developing a safe
and encouraging learning environment that values vulnerability, risk-taking, and open
communication. All things considered, Stephen Brookfield's investigation of adult learning in
"Becoming a Critically Reflective Teacher" provides insightful information about the challenges
associated with instructing and learning in adult education settings. Through an analysis of the
benefits and drawbacks discussed in this chapter, teachers can develop a more comprehensive
grasp of the potential and difficulties involved in providing adult learners with transformative
learning experiences. Ultimately, educators can create inclusive and engaging learning
environments that support critical reflection, personal development, and lifelong learning
among adult learners by embracing the diverse experiences and developmental needs of adult
students while navigating the complexities of transformative learning theory for example
“creating a circle and acting as a fly on the wall are done for emancipatory effect to equalize
participation” from my reading this seemed to be well used and developed by Brookfield.
(Brooffield, 2017)

© ATU Dept. of Creative Education 2023-2024

 3. LIST OF REFERENCES

Bibliography
Brooffield, S. (2017). Becoming a Critically Reflective Teacher. In S. Brooffield, Becoming a Critically
Reflective Teacher (pp. 21-39).

© ATU Dept. of Creative Education 2023-2024