2. OBJECTIVES
a. Discuss transformative learning
theory; and
b. Identify guiding principles in the
application of transformative
education in the 21st century.
3. TRANSFORMATIONAL LEARNING
THEORY
The Transformational Learning Theory initially
developed by Jack Mezirow is described as being
“constructivist, an orientation which holds that the way
learners interpret and reinterpret their sense
experience is central to making meaning and hence
learning” (Mezirow, 1991). The theory has two basic
kinds of learning: instrumental and communicative
learning
4. a. Instrumental learning- focuses on
learning through task-oriented problem
solving and determination of cause and
effect relationships.
b. Communicative learning- involves
how individuals communicate their
feelings, needs, and desires
5. ● Transformative learning allows adult learners to develop their sense of
meaning free from the accepted purposes, beliefs, judgments, values, and
feelings that we received from our cultures, religions, family beliefs,
personalities, and life experiences. It gives learners the ability to think
autonomously, that is, to think as individuals.
● Autonomous thinking is vital for full participation in a democratic society
and for moral decision making (Mezirow, 1997, p. 7); thus, it is the goal of
higher education to produce autonomous thinkers (Mezirow, 1997, p. 5).
● Transformative learning allows students and educators to develop
genuine relationships in which the educator makes a difference in the
students’ lives and feels a difference in their own lives (Cranton, 2006, p.
8).
6. ● Adult learners will inevitably join the workforce after they complete their
college education, or more likely, while they are completing their college
education. The workforce's identified learning needs implicitly recognize
the importance of autonomous learning (Mezirow, 1997, p. 7).
● For adults to truly take ownership of social and personal roles, developing
this self-authorship goes a long way towards helping our society and
world become a better place (TLT Website).
Transformative learning allows students and educators to develop genuine relationships in which the educator makes a difference in the students’ lives and feels a difference in their own lives (Cranton, 2006, p. 8).
Transformative learning allows students and educators to develop genuine relationships in which the educator makes a difference in the students’ lives and feels a difference in their own lives (Cranton, 2006, p. 8).
Transformative learning allows students and educators to develop genuine relationships in which the educator makes a difference in the students’ lives and feels a difference in their own lives (Cranton, 2006, p. 8).
Transformative learning allows students and educators to develop genuine relationships in which the educator makes a difference in the students’ lives and feels a difference in their own lives (Cranton, 2006, p. 8).
Transformative learning allows students and educators to develop genuine relationships in which the educator makes a difference in the students’ lives and feels a difference in their own lives (Cranton, 2006, p. 8).
Transformative learning allows students and educators to develop genuine relationships in which the educator makes a difference in the students’ lives and feels a difference in their own lives (Cranton, 2006, p. 8).
Transformative learning allows students and educators to develop genuine relationships in which the educator makes a difference in the students’ lives and feels a difference in their own lives (Cranton, 2006, p. 8).
Transformative learning allows students and educators to develop genuine relationships in which the educator makes a difference in the students’ lives and feels a difference in their own lives (Cranton, 2006, p. 8).
Transformative learning allows students and educators to develop genuine relationships in which the educator makes a difference in the students’ lives and feels a difference in their own lives (Cranton, 2006, p. 8).
Transformative learning allows students and educators to develop genuine relationships in which the educator makes a difference in the students’ lives and feels a difference in their own lives (Cranton, 2006, p. 8).
Transformative learning allows students and educators to develop genuine relationships in which the educator makes a difference in the students’ lives and feels a difference in their own lives (Cranton, 2006, p. 8).
