Mezirow Presentation Oct 14, 2009 For Adlt 601
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Mezirow's Transformative Learning Theory proposes that learning in adulthood involves transforming one's meaning structures through critical reflection on assumptions and discourse. The theory defines transformative learning as using prior interpretations to develop new interpretations to guide future actions. It involves critically reflecting on content, processes and premises of beliefs and revising one's worldview through perspective transformation. Key aspects include meaning making, meaning schemes and perspectives, ideal conditions for discourse, and the adult educator's role in facilitating transformative learning.
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Is thought to be more common in boys because of their need to differentiate between themselves and their mothers.
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Because girls remain connected to their mothers, they are less inclined to worry about issues of fairness.
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Views the world as being composed of autonomous individuals who interact with another.
Acting justly means avoiding inequality.
Is thought to be more common in boys because of their need to differentiate between themselves and their mothers.
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Acting justly means avoiding violence and helping those in need.
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1 Week 3 – The impact of personal and cultural
1
Week 3 – The impact of personal and cultural
values in educational contexts
TOPIC GOALS
Explore personal and cultural values in education for educators and
students
2
1. Introduction
“Great people have great values and great ethics.”
(Jeffrey Gitomer, 1993)
2. Educators Personal and Cultural Values
Our values as educators play a significant role to how we portray ourselves
in action, what we do and what we say. Most of the times you find educators
asking themselves the same question. What kind of an educator am I? Educators
always need to justify themselves through their teaching practices and that can
only be done when we reflect on what we do and why we teach in a particular
way. That involves the values of any educator to be questioned.
‘Throughout our teaching careers we think and behave in certain ways and
believe in certain things, such as how far our teaching can be called ‘educational’,
about what we can offer children and what our capabilities are. What we do, think,
and feel about teaching constitute our sense of professional identity. We can
reveal and communicate this identity when we address and articulate an answer
to the question’ (Ghaye, 2011).
3
If we reflect on these descriptions of practice, we give
ourselves the chance to learn from our experiences of
teaching. This can help to move our practice forward.
(Ghaye, 2011)
‘While a case could be made that there are some universally accepted
values, values in education are culturally bound. No aspect of curriculum is taught
in a cultural void, and the relationship of values education to cultural context
throws up particular challenges in attempting an international study’ (Stephenson,
1998).
Educators usually do not stay in an unchanged set of values as they develop
more practice and experience the reflection on these shifts and changes happen
depending on the setting and context they work in. To be called a professional
implies that educators need to reflect on their teaching constantly and be
responsive to what is happening around them. ‘A teacher’s values should be
derived from the nature of what constitutes effective and ethical practice. To
reach this position, we have to understand and question the purposes of education’
(Ghaye, 2011)
4
Cultural values on the other hand are the particular concepts of interest of
each individual when asked about their beliefs, personality, values and identity.
That way you can distinguish their cultural views and behaviours in their personal
lives which then reflect in their practices as well. This also reflects specific
characteristics and certain practices on a larger nationwide scale that constitutes
each educational context. However, ‘Individuals are expected to cultivate and
express their own preferences, feelings, ideas, and abilities. Schwartz (1994)
distinguishes two types of auto ...
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Class 6 intro to mezirow's transformative learning theory
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My journey updated 2016
This document outlines the author's journey in education, including their teaching experience and areas of focus. It discusses:
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- Their experience initiating alternative education programs, gaining a master's degree, and helping schools reduce behavioral referrals.
- Key areas of focus including relationships, pedagogy, positive education, leadership, and developing a supportive school environment.
- Their philosophy emphasizes building caring relationships, modeling good behavior, and mentoring through instruction.
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This document discusses five philosophical traditions in adult education: liberal, behaviorist, progressive, humanist, and radical. Each tradition is based on assumptions about human nature, the purpose of education, and the roles of the teacher and learner. The liberal tradition views the teacher as an expert who transmits knowledge and the learner seeks intellectual development. The behaviorist tradition sees the teacher as a manager who controls learning and the learner practices behaviors. The progressive tradition considers the teacher a guide of experiential learning and the learner solves problems. The humanist tradition views the teacher as a facilitator of self-directed learning and the learner pursues growth. Finally, the radical tradition promotes equality between the teacher and learner to enact social change through critical
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Wasan Abu Baker My Philosphy In Education
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Masters Thesis_McNutt_Bethany
This document discusses incorporating transformative learning strategies into college classrooms. It begins by defining transformative learning based on Mezirow's theory, which involves a 10-step process where learners expand their frames of reference and worldviews through critical reflection. The document then reviews the key components of transformative learning, including reflective discourse, critical reflection, experience, and action. It explains how these can be implemented in classrooms through instructional techniques and classroom design that encourage open-mindedness and consideration of multiple perspectives. The document argues that transformative learning helps prepare students for a complex world and should be a goal of higher education.
My Adult Education Philosophy
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Developing Learning Community
This was the powerpoint that went with a paper I presented at the International Conference in the Advancement of Management
July 16, 2009
Colorado Springs, Colorado
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This document discusses the importance of critical reflection in teaching. It begins by explaining that teaching innocently, without reflecting on assumptions and impact, can lead to frustration and feelings of incompetence when the intended effects are not achieved. Critical reflection helps teachers avoid blaming themselves for issues outside their control. The document then discusses different types of assumptions (paradigmatic, prescriptive, causal) and provides examples of commonly held assumptions in teaching and alternative perspectives that call those assumptions into question. It argues that reflection only becomes critical when it questions how power dynamics influence educational processes and challenges assumptions that may seem to benefit teachers but actually work against student interests over the long term.
Self concept
This document discusses the concept of self-concept and its importance in education and psychology. It states that self-concept is developed through socialization, parenting, and experiences in school. A person's self-concept influences their behavior, motivation, and academic performance. The document also explores how self-concept has multiple components including physical, academic, social, and transpersonal aspects. It emphasizes that self-concept can be modified through self-reflection and changing one's views of themselves. Overall, the document analyzes how a person's self-concept is integral to their learning and behavior.
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Class 6 intro to mezirow's transformative learning theory
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- 1. Mezirow’s Transformative Learning Theory In childhood, learning is formative (derived from formal sources of authority and socialization) In adulthood, learning is transformative, as adults are more capable of seeing distortions in their own beliefs, feelings, and attitudes
- 3. Definition of Transformative Learning “The process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action” Mezirow, 1991 Definition of Transformative Learning “The process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action” Mezirow, 1991 Definition of Transformative Learning “The process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action” Mezirow, 1991
- 5. Scientific cause and effect knowledge, used in learning to control and manipulate the environment or people. It consists of principles, rules, and technical information derived from scientific methods. Instrumental Knowledge
- 6. Socially constructed knowledge of ourselves, each other, and the social norms we live by. Communicative knowledge involves learning about feelings, intentions, values, moral issues, and meanings in communication with others. Communicative Knowledge
- 7. Knowledge that leads to freedom from constraints and oppression (either personal or social). Emancipatory knowledge is subjective in nature and occurs through critical reflection and critical self-reflection. Transformative learning leads to emancipatory knowledge. Emancipatory Knowledge
- 13. Learning becomes transformative when meaning structures are revised to include perspectives that are more inclusive , differentiated , and permeable , in the sense of being open to alternative viewpoints.