This document discusses transformative learning theory. It begins by introducing Mezirow's concept of a "disorientating dilemma" which can prompt perspective transformation. It then provides examples of dilemmas and discusses how reflection promotes perspective transformation. Finally, it outlines how both teachers and learners have roles in facilitating transformative learning by establishing trust, sharing meanings, and being open to learning and change.

1. Transformative Learning
Nathan Loynes

2. When you first encounter theories?

3. Mezirow – The Disorientating Dilemma

4. Remember Adair’s (1985) model of
decision making?

5. When you have consider options: You
are left with a dilemma (Mezirow) (click
image)

6. The Trolley Problem
What role do
‘ethics’ play in
our day to day
decision
making?

7. Group discussion: Have you faced a
dilemma in your learning
experience/Practice experience?

8. A disorientating dilemma? (click Image)
1. Can you relate to any
aspect of the video?
Does it ‘disorientate’
your thinking in anyway?
2. How does pro-social
behaviour impact on
outcomes?
3. Do you think that your
working context shares
any features with the
experiment?

9. A bit ‘off topic’ : Remember the
Easterlin Paradox? (a disorientating
dilemma?)
http://www.politicsofwellbeing.com/2008/06/problem-with-measuring-happiness.html

10. Mezirow’s transformational theory in
more detail
• (Taken from part 6 and 7 in your Clarcs Pack)
• Transformation involves changing ‘meaning
schemes’ (Beliefs, attitudes, emotional reactions).
• Read the final paragraph on page 1-2 of Imel.
What do you think ‘perspective transformation’
means?
• Consider the following three diagrams – where
do you think ‘perspective transformation’ might
take place?

11. Kolb:

12. Rolfe:

13. Gibbs:

14. Therefore:
• Reflection promotes ‘perspective
transformation’.
• Perspective Transformation is a type of
CHANGE.
• We’ll see how we can manage perspective
transformation with reference to ‘change
theories’ shortly. (See other presentation)

15. Another Dilemma?
Dickens’ ‘Hard Times’ –
Gradgrind and Facts.
Throughout the novel, Gradgrind
undergoes a ‘transformative’
experience away from his
‘factual’ and Informational
learning towards a more
humanistic ontology.

16. Informative Learning or
Transformational Learning?

17. Transformative Learning – It’s about
YOU! (Click Image)

18. The Individual as ‘The Change Agent’.
(Click Image)

19. Remember this clip on divergent
thinking? (Click image)

20. Is this transformative learning? (click
image)

21. Taylor (1998), Loughlin (1993), identify
how teachers might facilitate
transformative learning (Imel, 1998:4)
• Establish trust and care.
• Develop sensitive relationships.
• Create a ‘community of knowers’ united in
sharing meanings and making sense of life
experience.
• Role model a willingness to learn and change.

22. And for ‘learners’, Taylor (1998) goes
on:
• Too much emphasis placed on role of teacher.
• Participants also have responsibility for
creating the learning environment.
• Learners create and construct the conditions
under which transformative learning can
occur.

23. Mezirow (rational) or Boyd (Intuitive)
Mezirow Boyd
• Critical • Intuitive
• Rational • Imaginative
• Objective • Subjective
• Frames of reference
• Habits of mind
• Goal is autonomous
thinking
• Learn how to learn

24. Conclusions
• Many studies (Mitra, Robinson) demonstrate how
self directed, self-controlled learning is effective.
• Mezirow and others identify that negotiating
through dilemmas leads to transformational
learning. (The role of the adult educator is to
present dilemmas whilst the student constructs
the solution; new meaning scheme and
perspective transformation).
• ‘Change’ is inherent within transformational
learning.