TRANSFORMATIVE

EDUCATION

By: DELVE JANE C. WENCESLAO

CIT-1A
 Transformative Education

Transformational is about change, dramatic, fundamental

learning change in the way we see ourselves and the
world in which we live.

Transformative involves experiencing a deep, structural shift in the

learning 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 .

1. Instrumental learning – focuses on learning through task-oriented

problem solving and determination of cause and effect relationships
2. 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.
Perspective
Transformation
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 refining or elaborating existing frames of reference

By learning new frames of reference
By transforming points of view, or
By transforming habits of mind
 Perspective Transformation

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
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
Some issues

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
THANK YOU!