- Co-authors
- Sarita Yadav, Priska Bastola, Sudarsan Limbu
Introduction
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:
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).
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:
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).
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