scholarly journals The tranformative perspective in critical reflection and dialogue among former drug addict in petaling jaya, Selangor, Malaysia

2018 ◽  
Vol 7 (4.9) ◽  
pp. 39
Author(s):  
Normala Abu Hassan ◽  
Mohd Azhar Abd Hamid ◽  
Zainudin Hassan ◽  
Kassim Tukiman ◽  
Mohd Koharudin
Keyword(s):  
Transformative Learning ◽  
Learning Process ◽  
Critical Reflection ◽  
Transformation Process ◽  
Drug Addict ◽  
Transformative Learning Theory ◽  
Drug Addicts ◽  
Effective Learning ◽  
New Perspective

The purpose of this study is to discuss the function of critical reflection and dialogue through perspective transformation process among 15 former drug addict. This paper will discusses the learning process of the former drug addicts return to normal life. One of the learning elements that applies in the adult cognitive system (in this context is the former addict drug) is a critical reflection. Critical reflection is an important element in transformative learning which former drug addict trying to find a solution to drug addiction by doing critical reflection to their past experience. They will reflect, think again, check and examine the experience as a drug addict. In addition, the dialog element is important in critical reflection which can respond to experience of former drug addicts. Dialogue is a process by which the former drug addict dialogue with other individuals to build a new perspective and is a process is important element in transformative learning. Critical reflection and dialogue an effective learning process for adults. The main theory of this study is transformative learning theory by Mezirow. Qualitative methods was chosen in this study by using the phenomenological and case study method in which to understand the phenomenon comprehensively. Finally, this article will conclude the critical reflection and dialogue function to help former drug addicts.  

Perspective Transformation Model Among Former Drug Addict in Petaling Jaya, Selangor, Malaysia

2018 ◽  
Vol 7 (3.30) ◽  
pp. 122
Author(s):  
Normala Abu Hassan ◽  
Mohd Azhar Abd Hamid ◽  
Zainudin Hassan ◽  
Kassim Thukiman ◽  
Muhammed Fauzi Othman ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Drug Addiction ◽  
Learning Process ◽  
Learning Experience ◽  
Perspective Transformation ◽  
Drug Addict ◽  
Transformation Model ◽  
Drug Addicts ◽  
Effective Learning

Drug addiction is number one problem in Malaysia. Drug addiction could lead to many problems to the society, community as well to the country. The purpose of this article is to discuss the perspective transformation model among 15 former drug addict. Perspective transformation model is a lifelong learning process. It is self directed and effective learning process for adults. Based on the facts the drug addiction is difficult to recover but it is not impossible. In order to leave the drug addicts individuals need motivation, commitment, spirit and sacrifice. This article is to highlight how the former drug addict managed to escape from the drug addiction after going through a tough process. The former drug addicts share their success story with the researcher during the interview. This study will explore how the former drug addict change the meaning scheme and perspective scheme through transformative learning experience. Through the interaction with others it caused the transformation to the worldview of the former drug addicts. The main theory of this study is transformative learning theory by Mezirow. Qualitative methods was chosen in this study by using the phenomenological and case study method in which to understand the phenomenan comprehensively. Finally, this article will conclude the perspective transformation model among former drug addicts.  

Transforming Personal Narratives: An Evaluation of a Songwriting Workshop for Rural Women

2019 ◽  
pp. 154134461986654
Author(s):  
Wendy Madsen
Keyword(s):  
Transformative Learning ◽  
Rural Women ◽  
Personal Narratives ◽  
Well Being ◽  
Transformative Learning Theory ◽  
Reflective Journals ◽  
Social And Emotional ◽  
The Social ◽  
Personal Experiences

The purpose of this article was to evaluate the contribution to the social and emotional well-being of rural women of a 3-day songwriting workshop. Six participants wrote songs and performed these locally and at the Women of the World Festival. Guided by narrative inquiry and transformative learning theory, this case study included data from reflective journals, one-on-one interviews, and written songs. Vignettes of the women’s key life moments were constructed and analyzed thematically. Four themes were identified: the importance and influence of personal experiences on songwriting, learning from process and one another, intrapersonal benefits, and interpersonal benefits. The article argued songwriting workshops provide opportunities for participants to reflect on experiences and to transform their worldviews. That is, songs and the songwriting process can help participants to restory their lives and enhance their sense of social and emotional well-being.

A Case Study in the Application of Transformative Learning Theory

2020 ◽  
pp. 328-346
Author(s):  
Jenna Kammer
Keyword(s):  
Transformative Learning ◽  
Student Perceptions ◽  
Learning Theory ◽  
Exploratory Study ◽  
Graduate Program ◽  
Online Courses ◽  
School Library ◽  
Information Services ◽  
Transformative Learning Theory

Transformative learning can be used as a strategy for measuring teacher effectiveness in online courses. By measuring the transformations that occur within their courses, instructors can understand more about the activities and experiences that are the most impactful for students. In addition, instructors can create opportunities for transformation by designing learning experiences that encourage students to critically self-reflect. This chapter presents an exploratory study that examined instructor and student perceptions of transformation in an online school library graduate program. The data was used to redesign one unit in a course on reference and information services to create opportunities for students to experience transformation with the content.

On Disruption and Construction, Reflection and Reorganization in Psychotherapist Development: A Taxonomy of Transformative Learning Outcomes

2019 ◽  
pp. 154134461986406 ◽  
Author(s):  
C. Edward Watkins
Keyword(s):  
Transformative Learning ◽  
Learning Outcomes ◽  
Learning Theory ◽  
Learning Process ◽  
Therapist Development ◽  
Transformative Learning Theory ◽  
Specific Question

The beginning period of psychotherapist development has been conceptually and empirically identified as the most difficult and potentially problematic. The budding therapist is struggling to define a therapist identity, settle into the role of being a “helper,” and come to grips with being a helper who can “heal.” That struggle, I contend, is at its core a transformative learning process that involves developing a guiding vision of oneself as therapist, where the shift from becoming to being is made reality. In what follows, I examine transformative learning theory as a framework for enhancing our understanding about the beginning period of therapist development. The specific question that I consider is: What transformative learning outcomes occur for the beginning psychotherapist in the process of developing a therapist identity? I draw on and analogize from Hoggan’s typology of transformative learning outcomes in providing an answer to that question.

scholarly journals A TRANSFORMATIVE EDUCATION MODEL FOR DISASTER-RESILIENT CHILD

2019 ◽  
Vol 6 (3) ◽  
pp. 55-60
Author(s):  
Siti Zunariyah ◽  
Argyo Demartoto ◽  
Akhmad Ramdhon
Keyword(s):  
Transformative Learning ◽  
Learning Process ◽  
Knowledge Production ◽  
School Environment ◽  
Critical Reflection ◽  
Action Plan ◽  
Transformative Education ◽  
Disaster Mitigation ◽  
Safety Education ◽  
Participatory Action

Purpose of study: An objective of disaster-safety education unit program in Indonesia is to empower students (schoolchildren) in dealing with disaster. This research aimed to describe the transformative learning process about disaster mitigation to students and to analyze the changing process and the learning achievement. Methodology:  The research method chosen was Participatory Action Research (PAR)’s approach putting school children as the subject of research. The research took place in Kampong Sewu and Semanggi Solo that was always exposed to flood disaster during rainy season. Paulo Freire’s Transformative Learning Theory was used to analyze the result of analysis with children’s knowledge production (cognitive), critical reflection (affective), and action plan (psychomotor) approaches. Finding of study: The findings of research were as follows. Firstly, knowledge production approach was accomplished through exploring the children’s knowledge on a variety of disaster vulnerabilities in village and school environment s through illustrative picture. Secondly, critical reflection approach was carried out through identifying types of disaster and effect resulting through traditional game and docudrama. Thirdly, action plan approach was conducted by mapping evacuation map, meeting point, and disaster overcoming strategy with disaster simulation technique, and utilizing school and village resources. Applications of study:These three approaches in transformative learning process concerning disaster mitigation were expected to improve capacity and to reduce the students’ vulnerability, thereby realizing the students’ powerfulness in dealing with disaster. Novelty/Originality: The novelty of research was that it built school children’s powerfulness integrated into commonness and local wisdom values of Kampong Sewu and Semanggi.

scholarly journals Fair-Minded Critical Thinking in Development Education: Reflections on pedagogies for transformation

2014 ◽  
Vol 6 (1) ◽  
pp. 5-25 ◽  
Author(s):  
Eleanor J. Brown
Keyword(s):  
Critical Thinking ◽  
Transformative Learning ◽  
Learning Theory ◽  
Critical Reflection ◽  
Theory Development ◽  
Transformative Learning Theory ◽  
Development Education ◽  
Key Concepts ◽  
Pedagogical Approaches

This article discusses research with development education practitioners in Britain and Spain, to explore their conceptions of pedagogical approaches to development education and how these relate to transformative learning theory. Development education is a process designed to generate informed action, which implies the objective of transformation through learning. By considering two key concepts of transformative learning theory – critical reflection and dialogue – the aim of this article is to analyse how practitioners understand and facilitate these through development education.

Kepentingan Peristiwa Pencetus Dalam Transformasi Perspektif Bekas Penagih Dadah

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Normala Abu Hassan ◽  
Mohd Azhar Abd. Hamid
Keyword(s):  
Transformative Learning ◽  
Drug Users ◽  
Drug Addicts ◽  
Drug Problem ◽  
Fully Integrated ◽  
Global Issues ◽  
Trigger Event ◽  
The Government

This paper describes a preliminary analysis of the transformative perspective phenomenon of a former drug addict. The drug problem is the problem number one in Malaysia. The number of drug addicts is increasing tremendously every year. The government spent billions ringgit each year for the rehabilitation  treatment for drug addicts.  Drug problem is a global issues that needs to be curbed from its roots. Past studies on the transformation of former drug addicts perspective was not given attention by local scholar compare to the Western countries. Therefore, this study will explore the learning process of former drug addicts to return to a normal life. Trigger event is an important element in transformative learning. The process of transformative learning start from the triggering event. Therefore, this paper will focus on the role of a trigger event in helping to transform former drug addicts. This event will trigger the change of emotions, spiritual, physical, cognitive and also a change in perspective of former drug addicts and thus a change in behavior. The study found that trigger event is triggering personal reflection on the meaning scheme (meaning perspectives) of former drug addicts. Through it, people will throw negative meaning scheme which is an important element for the changes. This study used qualitative methods and selection of respondents is based on sampling purpose which it based on pre-defined criteria by researcher. Phenomenology and case studies are selected as design study in order to understand a phenomenon and the case study. The results show that individuals who suffering from trigger events are fully integrated in the transformation perspective process on drug addiction. Finally, this paper will conclude the important of trigger event towards transformative perspective among former drug users.  

Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training

2020 ◽  
pp. 104515952098116
Author(s):  
Renee Owen
Keyword(s):  
Transformative Learning ◽  
Learning Environments ◽  
Learning Theory ◽  
Learning Process ◽  
Racial Bias ◽  
Mindfulness Practice ◽  
Habits Of Mind ◽  
Transformative Learning Theory ◽  
Strong Indication ◽  
And Behavior

Implicit bias classes have become a common practice with the aim of creating more inclusive work and learning environments. Such classes are aimed at helping individuals identify unconscious habits of mind and behaviors around race, which can be a disorienting experience. By seeing such classes through the lens of transformative learning theory, the instructor can help students through the disorienting experience with a transformative learning process. Transformative learning is a process of changing perspectives and habits of mind, ultimately resulting in changes in behavior. Recent research around the practice of mindfulness reveals a strong indication that a regular mindfulness practice can aid in helping individuals change habits of mind and behavior. The article provides brief examples of how teaching students about the neuroscience of bias, coupled with leading mindfulness techniques, enhances students’ grasp of concepts around bias to better embed the learning in multiple ways. Mindfulness becomes a tool for helping students develop awareness of their biases and for transforming inherited habits of mind into more positive and inclusive mind-sets.

Critical Discourse and Critical Reflection in Mezirow’s Theory of Transformative Learning: A Dialectic Between Ontology and Epistemology (and a Subtext of Reflexivity Mirroring My Own Onto-Epistemological Movement)

2021 ◽  
pp. 074171362110036
Author(s):  
Brendan Hyde
Keyword(s):  
Adult Education ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Critical Reflection ◽  
Learning Activities ◽  
Critical Discourse ◽  
The Relationship

In this article, I argue that critical discourse in Mezirow’s theory of transformative learning is a constructionist, ontological act that serves to support an individual’s critical reflection, which, in turn, is a constructivist, epistemological act. The notion of onto-epistemology is helpful in bringing to the fore the entanglement of these two concepts, and mirrors my own reflexivity and my own transformative learning process in coming to determine the relationship between constructionism and constructivism, and between critical discourse and critical reflection. It is important that facilitators of adult education are aware of the theory underpinning both of these concepts so that, like myself, their choices in designing learning activities is grounded in, and guided by, theory, enabling them to support and facilitate appropriate learning outcomes.

scholarly journals Using Transformative Learning Theory to Enhance Professional Development

2009 ◽  
Author(s):  
Susan Cahill ◽  
Michelle Bulanda
Keyword(s):  
Professional Development ◽  
Transformative Learning ◽  
Learning Strategies ◽  
Learning Theory ◽  
Self Determination ◽  
Habits Of Mind ◽  
Transformative Learning Theory ◽  
Post Test ◽  
Authentic Participation

Purpose: Pediatric occupational therapy and physical therapy interventions for children with disabilities are designed to increase function and often focus on developmental skills instead of on the environmental context and promoting self-determination skills. A professional development course was developed to help therapists develop intervention strategies to meet developmental outcomes, while also promoting children's self-determination and creating opportunities for children to authentically participating in daily routines, including leisure and community play. Transformative learning theory was used as a basis to develop this course. The purpose of this article is to report on course activities and the assessment of participants' "transformation" at the completion of the course. Method: A pre-test/post-test design was used to determine whether participants in this course (n=3) had made transformations in their habits of mind when designing client goals, intervention plans and recommendations for a fictional case study of a child with a disability. Results: Participants wrote pre-test goals that focused on building skill in typical developmental sequences; whereas post-test goals focused on using strengths the child had and changing the environment to encourage authentic participation of the child. In addition post-test goals and interventions focused on determining the child's preference and choice about activities to participate in. Pre-test referrals were for equipment and other programs to address skill development; while post-test referrals focused on play and recreation opportunities. Conclusion: Following completion of a course using transformative learning strategies, participants demonstrated changes in habits of mind upon completion of a post-test case study in which goals, interventions, and referrals were more consistent with themes of the course including self-determination and authentic participation.

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