Reflections on Transformative Learning Theories - Essay Example

Reflections on Transformative Learning Theories Reflections on Transformative Learning Theories Introduction Transformative learning theory is adult education based theory, which proposes the approaches that can be used to help adults make meaning of their lives. This theory is important in understanding how adults learn. It examines the mechanisms that enable adults recognize and assess different sources of new information. Additionally, the theory evaluates how adults identify the sources of information to use in learning. Transformation learning theory remains a useful tool in designing adult education. Transformative learning theorists such as Edward Taylor, Patricia Cranton, Robert Body, and Robert Kegan have contributed greatly to the field of education. Their works identified factors that characterize transformative learning. They pointed the challenges face by educators in transformational learning environments. Their contribution to the transformational theory enhanced adult education. This reflective essay focuses on the contribution of the above theorists in enhancing adult education. Understanding the meaning of transformative learning is crucial since it enables us to understand how different adult teaching approaches work. I realized that the term transformational is used in different concepts to refer to idealized adult learning based on the nature of human communication. Jack Mezirow, who developed the theory of transformative learning in 1978 appreciated the importance of reflection in learning. As we grow, we experience different situations, which change our perspectives (Taylor & Cranton, 2012). I had never realized the effects the different experiences have on our views. However, the transformational learning theory empowered me to understand that the different experiences accumulate and are the raw materials for transformation learning which occurs during adulthood. Learning should thus be a continuous process that involves integration of new knowledge. I recognized that theory encourages a form of learning that promotes learners to analyze the knowledge acquired. This could be by comparing the knowledge with personal experiences as well as with the culture and religion perspectives. Therefore, transformation learning entails a process where the learner recognizes his or her old viewpoint and compares it to new one. Based on the difference, the learner is able to make appropriate decision or changes. In my understanding, transformative learning encompasses trying to solve an existing problem using a new approach. It enables learners to expand their conscientiousness. During transformative learning, the learners become aware of the different selves within their psyche. Additionally, the learners become aware of their expectations and assumptions as well as those of other and interpret them to assess their relevance. .By assessing other people’s perspectives, the student learns to accept other people views. Studies on transformative learning have been used in altering learning environments to enhance adult education. Adult learners can be taught using different methods. Edward Taylor, a renowned contributor of transformative leaning, argued that the learning environment determined the level of openness demonstrated by learners. I agree with this since I also learn differently in different environment. Taylor argued that ideal leaning conditions should encourage students’ autonomy and participation. Additionally, Taylor described effective instruction methods as those that promote learner centered teaching approach (Taylor & Cranton, 2012). Recent approaches on transformative learning emphasize on learning through intuitive and unconscious processes. Patricia Cranton is one theorist who has studied the role of intuitive and unconscious process in decision-making. Cranton’s views on informative learning helped me appreciate the role of reflection in learning. It is sitting back to contemplate on ones views, compare them with those of others and with known facts. However, I noticed Cranton emphasizes on the importance of our unconscious self in learning. From basic knowledge, I knew that our own understanding of things is more reliable since we can easily interpret as compared to other people’s understandings. However, I learnt that transformative learning theory promotes a decision-making process based on our own understanding. However, the theory encourages learners to be open to other people’s ideas. At times, we are faced with a situation that requires us to make a decision. Such experiences should act as trigger that stimulates us to learn. We should consider the information we have about the issue and seek other people’s opinion. We should then reflect on the information to assess its credibility (Taylor & Cranton, 2012). Cranton and Taylor description on how supportive teaching should be done is intriguing. They argue that educators should promote teaching approaches that challenge and disrupt the learner to think more critically and reflect on opinions and beliefs that are contrary their own. This is true since challenges stimulate us to think critically. Taylor considers transformative learning as one that entails use of prior interpretation to construe a new interpretation. One important characteristic of transformative learning discusses by Taylor is the essentiality of disorienting dilemma as a catalyst for change (Taylor & Cranton, 2012). As I studied Robert Boyd’s theory on transformative learning, I realized it emphasizes on the need to understand psychosocial, spiritual, and emotional approaches of adult learning. His research focuses on how the unconscious affects our thoughts, actions, as well as feelings. It was interesting learning how the different selves within the psyche interact. Boyd goes ahead and defines individuation, a process that enables us to differentiate the different psyches. Another aspect I learnt about Boyd’s theory is the need for individuation for effective transformative learning. Boyd acknowledges the importance of images in learning. He proposes teaching method that helps create images on the learners. Not perceptive images but what he refers to as “mytho-poetic” which is dependent on poetic language. I found Boyd view similar to that of Cranton, who posits that perceptive transformation relies on reflection and imagination. Boyd’s explanation on how learning evokes images on adults was interesting. Boyd claims that the powerful images and emotions created in adults can be given voice, elaborated, and expressed. It is from Boyd’s concept on transformative learning that I realized the importance of stories, poetry, music, performance, and art in teaching adults. These features animate the learner’s psychic making them to reflect on different concepts (Taylor & Cranton, 2012). From Boyd’s theory, I recognized that the unconscious voices of individuation influence us though we do not always realize. Participating in the individuation process is what Boyd refers to transformative learning. Our, actions and emotions are in response to the individuation process. Adult learning could be very interesting if Boyd’s ideas are incorporated. In my understanding, Boyd proposes a learning process that enables educators to embrace mytho-poetic education. I realized that Boyd differed from Mezirow’s opinion on transformation learning. Mezirow believed that rational component was important in transformation learning while Boyd proposed that emotional component was the crucial one (Taylor & Cranton, 2012). From Boyd, Taylor and Cranton’s contributions to transformation learning theory, I was able to identify the roles of instructor or educator in transformation learning. Additionally, I realized that not all people engage in transformation learning. When applying transformation learning in studies, the instructors should create an environment that facilitates interactions between the participants. When the participants trust each other, they can share their views freely. Taylor and Cranton emphasize that a teacher should be willing to learn and change, since this helps the students to connect with him or her. Additionally, I understood that the teacher is supposed to assist students to link rational and affective aspects, which enables them to reflect effectively. However, I noticed that Taylor was opposed to the much emphasis on the teacher’s role in facilitating transformational learning. He felt that the learners needed to participate in enabling the process of transformative learning by helping the instructor in creating the appropriate learning environment. I find Robert Kegan concepts on adult learning interesting. He claims that adults prefer a learning process that accommodates sharing of myths and other misconceptions to stimulate them to reflect. Kegan’s theory of psychological evolution or the Subject-Object theory readily addresses the post modernism concerns on suitability of cultures, ages, gender, and ethnicity. I agree with Kegan’s view that instructors fail to expose students to other fields other than their own. As Kegan argues, transformational learning requires to be integrated in all fields of study. Kegan’s elucidation of transformative change is enlightening. In conclusion, the learning process in adults should involve integration on new information with prior learning. In case of contradictions, the learners should reflect on the prior learning and re-examine prior information. Transformation learning entails adjusting prior learning. Adult teaching process should be more engaging. It should encourage critical thinking. Reference Taylor, E., & Cranton, P. (2012). The Handbook of Transformative Learning: Theory, Research, and Practice. New York: John Wiley and Sons. Read More