This document summarizes the key topics and agenda for a class session on transformative learning. It includes: 1. An overview of Mezirow's original 10 steps for how transformative learning occurs through a disorienting dilemma, self-examination, critical reflection, relating to others' experiences, exploring new roles, building competence in new roles, planning a new course of action, acquiring skills to implement it, trying new roles and assessing them, and reintegrating with a new perspective. 2. A discussion of different theoretical perspectives on how transformative learning occurs, including cognitive/rational, beyond rational/extra-rational, and social critique approaches. 3. The major outcomes of transformative learning like

1. Class Session 6
Transformative
Learning, continued
March 14, 2018

2. Agenda for Tonight
• The Process of TL – the Survey and Discussion
• Mezirow’s original view on how TL occurs
• Critical questions that can foster TL
• Ethical issues in fostering transformative learning:
your own experiences/views
• Authenticity and TL as an educator of adults
• TL during professional preparation

3. Transformative Learning
is a critically reflective process
by which we change our
assumptions, beliefs, values, or
perspectives, making them more
open, more integrative of
experience, and better justified

4. Transformative Learning
May be Activated by ….
 An experience that does not fit with expectations
 Encountering an alternative point of view
 Being challenged or questions
 A personal or traumatic event
Can be an epochal event or one in which meaning is
revised gradually, over time, as an accumulation of small
changes

5. Complete the Transformative
Learning Survey
https:/transformativelearningsurvey.com
You were asked to “Please think about one specific life-changing
experience that happened in your adult life. This should be an
event that altered your life in a deep and fundamental way.
Describe the event here.”
– What happened?
– When did it happen?
– Who was involved?
– Were did it happen?
Think about this now, if you haven’t done so already.

6. Mezirow’s Conception of How TL
Occurs – The Original 10 Steps
1. Experiencing a disorienting
dilemma
2. Undergoing self-examination
3. Conducting a critical
assessment of internalized
assumptions and feeling a
sense of alienation from
traditional social expectations
4. Relating one’s discontent to
the similar experiences of
others
5. Exploring options for new ways of
acting
6. Building competence and self-
confidence in new roles
7. Planning a course of action
8. Acquiring the knowledge and
skills for implementing a new
course of action
9. Trying our new roles and
assessing them
10. Reintegrating into society with
the new perspective

7. How closely does this
original description
mirror your own
experience?
Any missing steps?
Different steps?
Different progression?

8. The process of
transformation includes….
 Critical reflection and critical self-reflection
 Dialogue or discourse with others
 Imagination
 Problem solving
Two domains: INSTRUMENTAL or COMMUNICATIVE
learning; either can lead to emancipatory learning (by
definition, transformative)

9. Three Theoretical Stances of How
TL Occurs
Cognitive / Rational
– Critical reflection, Action, Experience, Disorienting Dilemma,
Discourse
Beyond Rational /extra-rational
– Arts-based, Dialogue, Emotional, Imaginal, Spiritual, “Soul
Work” (Jungian perspective – Dirkx)
Social critique (espoused by many critical theorists)
– Ideology critique, unveiling oppression, empowerment, social
action

10. Major Outcomes of TL (regardless
of theoretical orientation)
1. Acting Differently – as a result of TL, individuals revise
their perspectives, values, and beliefs – and then they act
differently based on these revised perspectives.
2. Self-Awareness – as a result of critical reflection,
introspection, relational learning, and spiritual experiences,
individuals increase their awareness of who they are.
They develop a better understanding of who they are, and
awareness of their values, beliefs, and assumptions at a
personal level, and in relationships with others.

11. Major Outcomes of TL (regardless
of theoretical orientation)
3. Openness – Individuals become more open to
considering and understanding other’s perspectives, values,
and beliefs
4. Shift in Worldview – TL is described as a “deep shift in
perspective.” This can take place in relation to a person’s
worldview (philosophy, religious beliefs, political views,
and, in general, in how they view the world.
To what extent were these outcomes true for you in the
experience described?

14. Which of the processes comes
closest to your own experience?
Cognitive / Rational
– Critical reflection, Action, Experience, Disorienting Dilemma,
Discourse
Beyond Rational /extra-rational
– Arts-based, Dialogue, Emotional, Imaginal, Spiritual, “Soul
Work” (Jungian perspective – Dirkx)
Social critique (espoused by many critical theorists)
– Ideology critique, unveiling oppression, empowerment, social
action

15. What’s Your Role as an Educator?
Who is responsible for initiating transformative
learning?
What’s the educator’s role?
Do you see yourself as a “provocateur”?
How can you prepare learners for transformative
learning?
How can you assist those already engaged in it?

16. Critical Questions that Foster
Transformative Learning
Content Reflection - “What” questions
Process Reflection – “How” questions
Premise Reflection – “Why” questions
Critical questioning challenges learners to consider
some aspect of the situation under discussion in a
new way. Questioning sets up a sense of uncertainty.

17. Using the Examples
Provided in Class, Develop
Your Own Questions for
Learners and Share with a
Colleague
Content, Process, Premise

18. Authenticity in the
Educator Role
What does it mean to you?
How can it be achieved?

19. What opportunities do
you see for TL in
professional
preparation?
Your blog assignment next
week will explore this further