2. Studying the person as a whole
Belief that behavior is connected to
one’s inner feelings and self-image
Accepting that individuals are more
than just the product of their
environment
Assuming that people naturally want
to pursue meaningful lives
3. With the humanistic approach, Meeting
specified basic needs of the learner leads
towards the desired end goal of self-
actualization and human growth.
4. Definition: Learning through critical self-
reflection of
experiences, assumptions, beliefs, and feelings.
This is willfully done in order to develop new
perspectives that allow acceptance of new ideas
and behaviors.
5. The process of transforming one’s
perceptions of the world, the self, and
personal capabilities.
Usually takes place after a “disorienting
dilemma,” which was triggered by an
unexpected situation or life altering event.
(Mezirow, 1995)
Belief system guides individuals’ actions
7. Adult learners who are newly introduced to
healthier eating habits may have recently
experienced one or more of the following due
to a health condition associated with poor
eating habits:
hospitalization
a near death experience
loss of a loved one
9. Setting realistic measureable goals assists the
learner to determine cause and effect
relationships
Goals help the learner to achieve their short term
objective
-Purchase 3 different fresh vegetable items per
week
-Replace fruit drinks or soda with water 2
times/day
-Add a fruit to breakfast daily
-Eliminate fried foods from diet
10. Open discussion and reflection help to make connections to
personal dilemmas and sort out information that may no
longer fit their present meaning schemes (Mezirow, 1991).
It helps the learner to become critical, autonomous and
responsible thinkers
-may be feeling overwhelmed with necessary dietary change
needs… ”we normally fry chicken…now I must learn to
bake it.”
-monthly group sessions to share common emotions and
fears
11. Frames of reference develop over a lifetime and consist of
specific beliefs, judgments, attitudes, and feelings.
Fried vegetables are healthy
Eating junk food is ok if you work out
If you’re skinny, you can eat anything
Healthy foods are tasteless
Eating healthy is too complicated
I’m too old to change my lifestyle
Eating healthy is expensive
I feel fine, so I must be healthy
12. When currently held meaning schemes are
challenged by a new experience, it may either
reinforce current views and thoughts or develop
new ones
The way individuals interpret their perceptions
and sensations is “central to making meaning,
and hence learning.” (Mezirow, 1991)
The goal of transitional learning is to change the
“frame of reference”
13. Will motivate behavior change so that one can make “an
informed and reflective decision to act” (Mezirow, 1995,). This is
the core factor that leads to transformative learning.
Upon reflection, learners can choose to act on their new
understandings
-Content reflection: examination of the content
grocery lists
shelved foods
refrigerated items
-Premise reflection: problem is questioned
do we practice healthy eating habits?
are we aware of fat and calorie content of foods?
premise reflection is the dynamic by which our belief systems -
meaning perspective - become transformed (Mezirow, 1991)."
14. Maintaining a perspective in the face of
persistent and disquieting evidence is called
tunnel vision. Tunnel vision is failing to
recognize a potential new perspective that
better explains recent past events and better
dictates future actions. (Dreyfus & Dreyfus,
1986)
15. 1. Disorienting dilemma
-unexpected hospitalization, near death experience, loss of a loved one
2. Self examination with feelings of guilt or shame
-self blame for deteriorating health condition
3. Critical assessment of assumptions
-self evaluating and questioning perceptions of healthy eating habits
4. Recognition of shared transformation
-you are not alone; support groups
5. Exploration of options for new roles, relationships, and actions
-involve and encourage family and friends in new healthier lifestyle
16. 6. Planning a course of action
-start slow, making measureable realistic nutrition
goals to increase likelihood of success.
7. Acquisition of knowledge and skills for implementation
-re-learn the concept of food; portion control; hunger cues
8. Provisionally trying out new roles
- experimenting with healthy recipes; actively eliminating fats from diet;
9. Building of competence and self-confidence in new roles and
relationships
- achieving success; feeling better overall; enjoying new discoveries
10. A reintegration into life on the based on conditions dictated by one’s
newly developed perspective.
17. Identifying meaning schemes - prior assumptions about
healthy eating habits – will help to clarify and put meaning
to unspoken assumptions
Critical reflection and examination of perspectives and
predetermined assumptions allows for more openness and
a willingness to change.
Transformative learning takes place after a defining
moment in life, hence the reflective process is a crucial
segment to be addressed by the educator.
Plans for healthy eating habits can then be developed .
The learner will now be free to think critically about their
behavior and will strengthen as an autonomous learner.
18. Dreyfus H. & Dreyfus, S. (1986). Mind over machine: The power
of human intuition and expertise in the era of the computer. New
York: Macmillan
Mezirow, J. (1991). Transformative Dimensions of Adult
Learning. San Francisco , CA: Jossey-Bass
Mezirow, J. (1995). "Transformation Theory of Adult Learning."
In: In Defense of the Lifeworld, edited by M.R. Welton, New York:
SUNY Press
Kearsley, Greg . Theories in Practice (TIP) Website Instructional
Design: Transformative learning: J. Mezirow. Retrieved from:
http://drexel.blackboard.com/webapps/portal/frameset.jsp
19.
I certify that this assignment is presented as entirely my own intellectual work.
Any words and/or ideas from other sources (e.g. printed publications, Internet
sites, electronic media, other individuals, groups, or organizations) have
been properly indicated using the appropriate scholarly citation style required by
the department or College.
I have not submitted this assignment in its entirety to satisfy the requirements of
any other course. Any parts of this assignment from other courses have been
discussed thoroughly with the faculty member before this submission so that
there is an understanding that I have used some of this work in a prior
assignment.
Student’s Signature: Peggy Gibbs
Course Submitted: Power Point Presentation
Term: Spring 2012
Date: 05/29/2012
