This document discusses transformative education, which involves experiencing a deep shift in one's basic premises of thought, feelings, and actions. It describes Mezirow's theory of transformative learning, which involves two kinds of learning: instrumental learning focused on problem-solving and communicative learning regarding relationships. The process of perspective transformation involves critically reflecting on one's assumptions and implementing new ways of defining the world. Reasons to consider transformative learning for students include helping with life transitions, challenging beliefs and assumptions, and aiding personal or social transformation.

2. TRANSFORMATIVE EDUCATION
I. Definition of terms
II. Transformational Learning Theory
-Two Kinds of Learning
III.Perspective Transformation
-Process of Perspective Transformation
-Elements of frame reference
-Four Ways of Learning
IV.Reasons To Consider and Practice for
Students
V.Instructional Practices
VI.Educational Implications
VII.Research

3. o ep mn - i dn ed
Definition
clue
2 letters clue
: willing to
consider different
ideas or opinions

4. r e f l e c t i v e
rc
and
i t i c a l
Definition
clue
5 letters clue
: thinking carefully
about something
: using or involving
careful judgement about
good and bad parts of
something

5. TRANSFORMATIVE
EDUCATION
Transformational learning
about change, dramatic,
fundamental change in the way we see
ourselves and the world in which we
live. (Merriam, 2007)
Reflective & critical
Open to perspectives
of others
Less defensive &
more accepting of
new ideas

7. Transformative learning
involves experiencing a deep,
structural shift in the basic premises of
thought, feelings and actions.
(O’Sullivan, 1999)
TRANSFORMATIVE
EDUCATION

8. RELATIONS
SELF
STRUCTURES

9. Transformational learning theory
CONSTRUCTIVIST
(Taylor, 1998 & Mezirow, 1997)
- this theory involves two kinds of learning:
An orientation which holds that the way
learners interpret and reinterpret their
sense experience is central to making
meaning and hence learning.
What is Love?

10. Transformative learning
Instrumental
learning
Task-oriented
problem solving
Cause and effect
relationships
Communicative
learning
Feelings, needs
and desires with
another person

11. Psychological
Convictional
Behavioral
PROCESS OF
PERSPECTIVE
TRANSFORMATI

12. “ frame of
reference”
ELEMENTS
Habits of
mind
• Cultural, social, educational
& political codes
Point of
view
• From habits of mind
Mezirow, 1997
collective
assumptions
through which we
interpret and
understand the
world we live in.

13. LEARNING
EXISTING
Frames of
Reference
Habits
of Mind
Points of
View
NEW
Frames of
Reference
ELABORATING
TRANSFORMING
L
E
A
R
N
I
N
G
T
R
A
N
S
F
O
R
M
I
N
G

14. An important part of transformative
learning is:
for individuals to change their
frames of reference
 critically reflecting on their
assumptions and beliefs
 and consciously making and
implementing plans that bring
about new ways of defining their
worlds.
This process is fundamentally rational
and analytical.

15. Diverse experiences such as:
--is part of the process of
transformative education

16. Reasons to consider transformative learning
theory and practice for students:
• Transition to
adult life
• Beliefs and
assumptions
may be
challenged
• Some degree of
personal or social
transformation is
required
• We are living
through a period of
transformational
change
Guide for Educators of Adult, 1994

17. TRANSFORMATIVE
EDUCATION
Reasons to consider transformative
learning theory and practice for students
(Guide for Educators of Adult, 1994)
Key points to apply transformational
learning in practice (Imel, 1998, Taylor,
1998)
Instructional practices to increase
participation and engagement (de
Frondeville)

18. Imel ,1998 & Taylor, 1998
Key points to apply transformational
learning in practice
Ideal
learning
condition
Effective
instructional
methods
Sensitive
relationships
with the
students

19. • creating an emotionally safe classroom
• creating an intellectually safe
classroom
• cultivating engagement meter
• practicing journal or blog writing to
communicate with students
•Teaching self-awareness about
knowledge
• Using the design process to increase
the quality of work
• marketing the projects

20. Perspective transformation leading to transformative learning occurs infrequently.
Mezirow believes that it usually results from a disorienting dilemna, which is triggered by
a life crisis or major life transition, although it may also result from an accumulation of
transformations in meaning schemes over a period of time. Less dramatic predicaments,
such as those created by teacher, also promote transformation.