Challenges and Opportunities in Applying Transformative Learning Theory (A Critical Reflection): A Collaborative Autoethnography

This collaborative paper explores the practice and culture of transformative learning theory (TLT) within teaching and learning processes. Authored by four contributors, the paper offers a multi-dimensional and narrative exploration of individual experiences and struggles with transformation. It delves into the stages of transformation based on Mezirow's ten-step process, ranging from disorienting dilemmas to reintegration into society.

Authors as scholars of MPhil in STEAM education tried to emphasize the value of valuing individuals' lived experiences and using transformative learning approaches to shift perspectives from disempowering beliefs to empowering new ones. The authors highlight the importance of adopting transformative teaching and learning approaches to address crises and promote change. The purpose of the paper is to reflect the author's practices for transformation, drawing from lived experiences and theoretical underpinnings.

The theoretical foundations of TLT are explored in terms of self-reflection and transformation. The concept of changing frames of reference is discussed, emphasizing the role of knowledge shift and new information assimilation. The paper shares reflections from various professionals, each recounting their transformative journeys.

The challenges associated with applying TLT are acknowledged, including its individualistic focus and limited attention to sociocultural and emotional dimensions. The methodological challenges of TLT application are outlined, and concerns are raised about the theory's premise and framework. Finally, the paper underscores the significance of TLT as a framework for fostering critical thinking and professional development. It emphasizes the process of shifting perspectives, challenging existing beliefs, and embracing change. Despite challenges, TLT remains a valuable tool for understanding adult learning and enhancing educational practices in various contexts.

Keywords: Reflection, transformation, collaboration, autoethnography.

Transformative Learning Theory (TLT) is a dynamic framework that has gained prominence in the field of education and adult learning. Developed by Jack Mezirow, TLT focuses on the process of profound cognitive and emotional change that individuals undergo as they critically examine their assumptions, beliefs, and perspectives. This theory is rooted in constructivist principles, emphasizing that learners interpret and reinterpret their experiences to construct new meanings and understanding. Fundamentally, the learning theories posit that all learning involves external interaction with the environment and internal psychological processes, connecting new impulses with prior learning outcomes (Illeris, 2004).

At its core, TLT recognizes that true learning involves more than the acquisition of information; it involves a fundamental shift in one's frame of reference. This theory acknowledges that adults bring a lifetime of experiences, beliefs, and values to the learning process. Transformative learning is "a deep, structural shift in basic premises of thought, feelings, and actions" (Transformative Learning Centre, 2004; Kitchenham, 2008). However, when these existing frames of reference encounter disorienting dilemmas; and situations that challenge our preconceived notions, transformation becomes possible.

The transformative learning process comprises several stages. The journey begins with a disorienting dilemma, an experience that challenges our existing beliefs. This initiates self-examination, prompting individuals to critically assess their assumptions and recognize shared experiences. Exploring new ways of acting and planning a course of action follows suit. Acquiring knowledge and skills is a vital step, as it equips learners with the tools needed for transformation. Provisionally trying out new roles, building competence, and eventually reintegrating into society mark the later stages.

The crux of TLT lies in the shift from unquestioned assumptions to critically examined beliefs. This paradigm shift is often catalyzed by a significant event or experience that disrupts our established worldview. Kuhn's (1962) paradigm, Freire's (1970) conscientization, and Habermas's (1971, 1984) domains of learning (Mezirow, 1978a, 1991a, 2000). The key ideas of these theorists influenced Mezirow's transformative learning theory, encompassing significant concepts such as disorienting dilemmas, meaning schemes, meaning perspectives, perspective transformation, frame of reference, levels of learning processes, habits of mind, and critical self-reflection. The process is neither linear nor uniform, as individual reactions to disorienting dilemmas vary. However, the central theme is the recognition that transformative learning is an ongoing journey, a continuous cycle of critical reflection and growth.

The TLT has profound implications for education and professional development. It advocates for educators to create environments that encourage critical reflection and open dialogue. Teachers become facilitators of learning, guiding students to question their assumptions and explore alternative perspectives. TLT promotes student-centered approaches, where learners actively engage in their education, and knowledge is constructed through discourse and inquiry.

Furthermore, TLT extends beyond traditional classrooms. It has found application in diverse fields, including healthcare, leadership development, and social change initiatives. For instance, medical professionals can use TLT principles to reflect on their practices, challenge biases, and enhance patient care. In leadership development, TLT fosters self-awareness, enabling leaders to adapt and evolve in response to changing contexts.

This paper is prepared with the collaboration of four authors to complete their group assignment and is designed with referential self-reflection to develop the perception of transformation. This paper explores the notions and the culture of practicing Transformative Learning Theory in the teaching and learning process. In addition, this paper also offers the multi-dimensional, multi-perspective, and narrative with individual lived experiences and struggle of being transformed. This paper triggers the existing and transformed ontological claims based on diverse experiences. The axiological perspective of this paper is to value the individual's lived experiences of their struggles of being transformed and practicing transformative learning approaches. Therefore, the epistemological view of this paper is generating knowledge by changing the frame of reference from disempowering beliefs and practices into empowering new perspectives.

Based on our lived experiences, we often attempt to correct ourselves through critical discourse. Meanwhile, every attempt may not yield to transform into the best version of us; for this, key elements are here to be followed as Mezirow proposed specific steps. During the process of being transformed, Mezirow described a steps process:

Disorientating dilemma. Self-Examination. Critical assessment of assumption. Recognizing the 'shared' nature of experiences. Exploring options for new ways of acting. Planning a course of action. Acquiring knowledge and skills. Provisional trying of the new role. Building competence. Reintegration into society.

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In short, we can experience four stages of transformation in a cyclic form: new experiences, critical discourse and assumptions, experimentation and challenge perspectives, and reflection and assimilating the lived experiences for transformative learning (Nerstrom, 2014).

Transformative learning leads to the direction of education and educational pedagogies for local and global sustainability of activities and is a growing and essential field in the sustainability world. With the background of crises and change, a variety of practices will be discussed, and the term transformative learning has been gaining considerable attention (Schnitzler, 2020; Akhilesh, 2017; Göpel, 2016; Gruszka, 2016; Hüther, 2017; Romano, 2017, 2018; Scharmer, 2016; Wals & Corcoran, 2012).

The Transformative Teaching and Learning Approach fosters education for local and global sustainability by encouraging critical reflection and change. It challenges conventional methods, emphasizing empowerment and shifting perspectives. This approach, vital in times of crisis, has gained significant attention. It advocates for dynamic, student-centered environments, enabling learners to engage actively, challenge assumptions, and reconstruct knowledge. Transformative Teaching and Learning align with evolving educational paradigms, contributing to a more holistic and adaptable learning experience.

The purpose of this paper is to reflect on practices for transformation.

This section contains the referential perspective and implications of the transformative learning theory. Here, the specific discourse concerned with the transformation theory and its praxis, developed by Mezirow and followed by different scholars, are articulated with relevant examples.

Transformative Learning Theory is based on 'constructivism and emphasizes how learners continuously interpret and reinterpret their sensory experiences', as it is integral to the process of meaning-making and, consequently, learning (Mezirow, 1994, p. 222). Therefore, being a reflective practitioner must be transformed into the adapted approach and find oneself in a better position.

We can reinterpret our past experiences in different modes of reflection for the respective purposes; Technical reflection for matching our performances to the external guidelines, In-and On-action reflection for basing decisions on unique situations, and Critical reflection for social, moral, and political dimensions of schooling (Carlo, et al., 2009). In our daily professional life, to find a better way of tackling problems, we often reflect on past experiences for those critical events and pose critical questions to the self and/or through pundits. With resilience assimilating the new perspectives of identical/similar events, bringing those new perspectives into the practices ensures the transformation.

For example, one teacher used to apply negative reinforcement of punishment for the low performance of students. One day a teacher learned about students' family backgrounds through his/her colleague. Then after, he/she changed the perspective of looking/acting on those students and never treated them as previously ahead.

Transformative learning approaches mainly focus on adult education, where we can adjust our learning and act of thinking with new information. Whenever the experience cannot be accommodated in our frame of reference, Mezirow triggered such experiences should be either rejected or the existing frame of reference should be transformed to assimilate it (Anand, 2020).

Based on Jack Mezirow's (1991, 1995, 1996) change process reference, learning approaches got a new track of transformative learning. Mezirow argues adults have acquired a coherent body of experiences, concepts, values, feelings, conditioned responses, and frame of reference that defines their life world (Mezirow and Associates, 1990). The frame of reference describes our status quo through which we think, show conditioned responses, and where our beliefs exist. Changing frame of reference refers to the knowledge shift or imposing new information and knowledge over existing knowledge. It can be termed transformative learning if we adjust to obtain new information.

Reflection, as a process of learning, encompasses four interconnected stages. It commonly commences with an event that exposes a disparity between the assumptions and perspectives that previously provided satisfactory explanations of the world and the actual occurrences in real life. This occurrence is referred to by Mezirow (1990, 2000) and other transformative learning theorists as a disorienting dilemma. Disorienting dilemmas often elicit a sense of distress or upheaval, such as the dissolution of marriage after adhering to societal norms of successful relationships or losing a job despite diligently following the appropriate codes of conduct. Typically, the initial response to such a dilemma involves self-blame for presumed failures or mistakes, rather than recognizing the broader structural factors linked to the situation. Because of this event, the adult becomes aware of assumptions accepted unquestioningly up to that stage in life and realizes that these assumptions need to be scrutinized for accuracy and validity.

But before they can be assessed or challenged, assumptions must be identified clearly. This represents the initial distinct undertaking of reflection. Assumptions are the understandings we hold about how the world works, or ought to work, that are embedded in language and represented in action. Separating an assumption from the language it is expressed is, at one level, impossible. As Habermas (1987) suggests in his lifeworld analysis, we often only sense when the assumption lurks at the fringe of consciousness because a crisis sets it in sharper relief than usual. When a new response is called for a situation, we have not experienced, we often become aware of the assumptions that have framed our conduct up to that point and their limitations.

This section reflects how authors are hooked up with the transformative learning theory and offer multiple scenarios of the implication with tier respective professions and real-life events. Authors have reflected on their practices and emerging ideas of transformative learning, mainly focusing on the three types of reflection i.e., content, process, and premise with their related actions (Mezirow, 1995). As learners, authors can transform individual meaning schemes through the analysis of past actions (content reflection) or by exploring the origins of actions and their related factors (process reflection) within new meaning schemes. However, when adopting a broader perspective, their reflection takes on greater depth and complexity, encompassing the transformation of a series of interconnected meaning schemes.

By profession, I am a science teacher who advocates for the constructivist/facilitative approach to teaching. As of now, I have numerous experiences in science education and find myself better than the previous. Here, finding oneself in a better world is what we normally call transformation which comes through comprehensive and critical processes. Transforming from executive teacher to facilitative teacher was not easy for me, I used to be so absolutist and employed the conventional way of teaching where the classroom control power was fully under me and the space for students' choices and voices was so rare. My transformation process began with the intervention of perception and practices from his professor and senior colleagues after joining the Master in Philosophy (MPhil) program at Kathmandu University School of Education.

My practices were often criticized and received feedback and the intervention proceeded slowly. At that moment, I seriously felt in a dilemma over his existing teaching practices like students are learning, rote-memorization, and performing well at exams according to the needs of institutions and guardians though criticizing for what? Continuing to address the perpetual intervened approach to teaching, I found it easy to deliver the content; in contrast to lecturing the whole period, I started to assign students for the presentation and discussion. Then after I opened the space for students' voices and choices of learning, I encouraged students to be involved in the discussion, collaboration, and peer evaluation through content presentation or hands-on activities in the maker space.

These days, I am more of a facilitator and less of a lecturer in my classroom, and similarly to my students, first I take preliminary knowledge/ideas from students and then intervene in the case necessary to find a new way of knowing/ideas.

I have always heard from my elders that, "Education is required for the transformation of society". I always paid less attention to this saying as I always thought that such things were someone else's responsibility and would take the lead in transforming society through education. While responsibility is to focus on myself, complete my education as a "degree earning task" and work as a medical professional. Joining as a lecturer, clinician, and teacher, I accepted my additional responsibility beyond taking care of patients. I started to help my students understand the field of specialization better with more engagement in interactive learning. I enjoyed making my students participate in their learning, an approach that was not in practice when I was a student. I was always scolded for asking questions which prevented me from raising my voice. I always wanted my students to "not fear their teachers" and express their understanding of the subject without hesitation. This interest led me to join MPhil in STEAM education, to explore the possibilities of better teaching and learning approaches.

The theoretical underpinning of different approaches to teaching learning fascinated me as I could relate myself falling victim to the traditional teaching and learning approaches and their theoretical background. The theory that changed how I perceived teaching and learning was "transformative learning theory", a theory that could make a real difference in bringing about a change in society, the very proverb I was hearing in my childhood. "Even I can bring about change in my practice", was the feeling that arose in me as I journeyed through the course in MPhil. I slowly changed my teaching and learning methods. I was away from a behaviorist approach and had already embraced a constructivist approach however, I had minimal knowledge of how transformative learning theory can be implemented.

I realized the essence of transformative learning lies in making the learners participate in their learning and inquire about their understanding critically to search for answers based on self-assumptions, values, and experiences.

Professionally, I have been engaging with the professionals of I/NGOs for more than a decade. I conceived that the different types of reflections are the means of transformative learning. Practically, we have been practicing reflection in many ways for the meaningful execution of the activities and as the means of transformation. For this we call a meeting for discussion, presenting our views, commenting on each other, and applying principles like; thesis, antithesis, and synthesis.

These all are forms of reflective practice to move towards somehow transformative learning. In another way, we can link transformative learning again with reflective practice as a 'way of questioning'. We ask questions about whatever we are doing to reach reality and contextuality. In these ways, we reflect by asking; What went or went well, what /did I/we learn? What is/was easy? How can we be transformed? What is/was the difficulty? What do I need to learn more about? How can we mitigate the challenges? How can I/We improve in the future? (Rushton & Suter, 2012).

Whatever the prior knowledge and skills applied in professional lives are now realized, they should be modified and move through the different lenses of transformative learning. The classes and courses of MPhil STEAM Education added some more views on how we can step up for the recognition of the locality and develop that mechanism which can connect the local to global and global to local, enlarged the strengths to critique self, existing ideologies and brought differential eyes to see the world and perspectives. Transformational learning seeks contextual scenarios and builds that capacity where people can cope and adjust whatever the situation but deal with long-term impact.

I would like to reflect on my early educational experiences and how transformative learning theory has proven effective in my life. Initially, the concept of transformation was unfamiliar to me during my early education. It wasn't until I reached university and matured that I began to grasp the idea of metamorphosis. I came to understand that change is a gradual process that cannot remain stagnant. The term "transformation" itself is quite broad and lacks a clear structure or framework for determining the extent of change.

However, there have been instances where I have been able to showcase the potential for transformation within my Madhesi community, particularly in encouraging girls to prioritize higher education over early marriage. By prompting people to consider this perspective, I hope to inspire them to reevaluate their views.

The transformative learning theory has had a profound impact on my life. It has equipped me with the skills to engage in dialectical dialogue and critical thinking, concepts that are central to the theory. I became familiar with this notion during my MPhil program at Kathmandu University School of Education (KUSOED). As I progress, my perspective on the teaching and learning methods in nursing education has transformed. I am now motivated to shift my viewpoint and work diligently towards revolutionizing nursing education in my particular places.

Initially, my focus was primarily on traditional, teacher-centered, behaviorist, and prescriptive forms of instruction. However, my perspective has evolved, and I now prioritize authentic, meaningful learning and adopt constructivist approaches. Importantly, the transformative learning theory played a pivotal role in helping me transition and embrace a student-centered with an active engagement learning approach. I have come to value my role as a facilitator rather than merely a depositor.

In this section, the authors share their lived experiences in applying transformative learning theory. They delve into the opportunities, and practical challenges associated with its implementation and explore its essential impact on the professional lives of individuals.

Engaging with transformative learning theory offered opportunities for profound personal and professional growth by shifting one layer to another thinking paradigm. A learner can critically reflect on their practices, fostering enhanced teaching methods and empowering learners as active participants in knowledge construction. This approach promoted critical thinking, social change, and global citizenship. It encouraged to equip individuals to address real-world challenges and contribute positively to the wider community. Also, it cultivates a culture of continuous learning and adaptation, ensuring relevance and effectiveness in various fields. Transformative learning theory thus provided a powerful framework to evolve, innovate, and become agents of positive change in our communities and beyond. However, immediately we felt the changes within us are personal growth and professional development, and empowerment through enhanced teaching and learning practices.

It is difficult to define personal growth and professional development, however, taking into consideration transformative learning approaches, it brought us many changed approaches in our professions. Engagement with transformative learning theory presents learners with the chance for profound personal growth and professional development. By critically assessing their current practices and beliefs, individuals can pinpoint areas for improvement and adopt fresh perspectives and methods that enhance their efficacy in their respective roles. For instance, educators may transition from conventional, teacher-centric approaches to more participatory methods, fostering increased student engagement and exploration, critical thinking, and meaningful learning experiences from reflections. This evolution is continuous and can lead to heightened teaching effectiveness and improved learning outcomes. Additionally, learners in various professions can undergo a metamorphosis in their approach, empowering them to become more adaptable and innovative professionals.

The key to bringing about change and creating flexible circumstances for any difficulties we face is empowerment. By giving learners, the tools to take control of their education, transformative learning makes them active contributors to the creation of new knowledge. Teachers can provide students the chance to express themselves, ask questions, and work together on projects by creating an inclusive atmosphere where everyone's opinions are appreciated. Students' sense of action and ownership is increased, and they also develop a deeper comprehension of complicated subjects as a result of this empowerment.

Transformative learning encourages critical thinking and introspection, pushing students to challenge preconceived notions and assumptions. As students develop into champions for social justice, equity, and inclusivity, this critical engagement has the potential to bring about profound social change. Additionally, transformative learning encourages critical thinking and introspection, pushing students to challenge preconceived notions and assumptions. As students develop into champions for social justice, equity, and inclusivity, this critical engagement has the potential to bring about profound social change.

Furthermore, transformative learning prepares students to tackle real-world problems and promote good change globally by fostering global awareness and citizenship abilities. In the end, the transformative learning approach provides students with a path to ongoing development and adaptation, enabling them to act as change agents both inside and outside of their communities.

Although the cognitive processes of change are the emphasis of the transformational learning theory, applying this theory poses considerable methodological challenges. It goes beyond critical thinking and is complex, individualized, and intensely emotional. It should go without saying that the researcher's prior knowledge may have impacted his or her philosophical understanding. Kim & Merrim (2011) assert that transformative learning is dynamic. One's meaning-making system and function are continually created, rebuilt, and improved upon to bring about a sequence of changes in one's internal or external self. In addition, this framework neglects the social-cultural and affectioning aspects of the learning process which is highly individualistic and focused on cognitive development only (Jones, 2014).

Researchers further asserted that there is no formal arrangement of the theory and no clear understanding of the fundamental idea. There were other queries, such as: Who or what is the transformation target? What kind of form changes? These are the main arguments against this idea (Desapo, 2017). We also pressed our opinions on these questions under our comprehension. We believe uncertainty in the theory's premise, framework, and results could be its biggest flaw. We cannot presume a clear picture of transformation when we watch and read Jack Mezirow's theory of learning, which has been changed multiple times. It is now obvious that further study needs to be done on the flip side of the transformative learning theory.

Applying Transformative Learning Theory (TLT) can encounter several practical challenges. One of the main issues is the intensely personal and emotional nature of the transformation process, which can be difficult to facilitate in group settings. TLT often demands self-disclosure and vulnerability, which some learners may be hesitant to embrace. Moreover, assessing the success of transformative learning experiences can be subjective and complex. Implementing TLT requires skilled facilitators who can create safe environments and guide learners through critical reflection. Adapting TLT to different cultural contexts and educational settings also poses challenges, as cultural norms and institutional structures may influence the efficacy of the approach.

Knowingly/unknowingly, we have been applying transformative learning approaches in our classes. However, there are many ways that we, as educators or teachers, can use transformative learning in classrooms, workshops, and training. For example, when students learn about religions, teachers can introduce literature and articles discussing different religions. We as a facilitator can present different religions according to their own beliefs because a class might have diverse students, and diverse students can express their ways of celebrating whatever they do in their community or the family. These all help the students or learners gain new perspectives and understanding.

We as a facilitator can also assign our pupils to interview various people regarding their views on a historical event or a day celebration. This enables learners to experience other viewpoints and opinions. Giving learners contrasting articles on a subject and asking them for their opinions and insights on the various components of each article is another way teachers can use transformative learning in the classroom. Learners can challenge their thinking, advance in their learning process, and broaden the concept of constructivism. Mezirow (1997) stated that Transformative learning entails a psycho-critical constructivist perspective on the learning process, emphasizing the way individuals construct knowledge by deconstructing and reconstructing their beliefs and assumptions to generate fresh understanding that resonates with their own experiences.

Nevertheless, TLT is not without its challenges. Its emphasis on cognitive processes might overlook the socio-cultural and emotional aspects of learning. Critics argue that it can be overly individualistic and overlook the role of collective learning experiences. Additionally, the process of transformation can be unsettling, leading to resistance and discomfort among learners.

Considering the various dimensions of Transformative Learning Theory, it stands as a powerful framework that highlights the dynamic process of personal and professional growth. By challenging existing beliefs and encouraging critical reflection, TLT opens the door to profound transformations in individuals' perspectives and actions. While it presents challenges, its potential to reshape education and facilitate holistic development cannot be denied. As the world continues to evolve, TLT offers a pathway for individuals to navigate change, adapt, and thrive in complex environments.

The major notion to be developed for Transformative Learning Theory is to change the frame of references to the best fit as Mezirow's concerns, where one can disempower the hegemonic and misconceptions to assimilate the empowering new information and beliefs and lead to the practices ensure the transformation (Mezirow, 1997). In the teaching and learning process, this belief fosters critical thinking over the status quo once aware of disempowering beliefs and practices leading to assumptions and hypothesis-generating to find new ways of knowing through the lived experience upon test and re-test on experimentation. The classroom settings turn to constructivist and post-modernism designs where power-sharing, voices and choices, and active participation are uniform among teachers and students.

In daily professional and personal life, we are hooked up with this theory directly or indirectly to find ourselves in a better world. From the reflection section, it can be claimed that critical discourse, self-reflection, posing/probing queries to the existing beliefs and practices, and intervening in such practices by pundits are the key elements for the transformation. The central point from all the above reflections is escaping from the respective comfort zones; after the self-realization of carrying expired or unfit conceptions over the current frame of reference and finding themselves in a better world today.

However, Jones (2014) critiques the Transformative Learning Theory as being too individualistic and focusing too much on cognitive processes that do not account for the social-cultural context, and emotional and affection aspects during the learning process. In addition, the critical discoursing phase is a more struggling part where one can lose the temper or interest in transforming due to the over-glued in the comfort zone.

Despite these challenges, transformative learning theory remains an important framework for understanding adult learning, professional development, and finding the best ways of understanding and has been used to inform educational practice in a variety of contexts.

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