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.

Critical Theory and Transformative Learning

2018 ◽  
Vol 9 (3) ◽  
pp. 1-13 ◽  
Author(s):  
Ted Fleming
Keyword(s):  
Critical Theory ◽  
Transformative Learning ◽  
Learning Theory ◽  
Critical Reflection ◽  
Social Dimension ◽  
Transformative Learning Theory ◽  
Transformation Theory ◽  
The Social ◽  
Adequate Understanding ◽  
Key Concepts

Mezirow relies on the critical theory of Habermas to give his theory of transformative learning rigor. Yet critiques persist and focus on whether the theory has an adequate understanding of the social dimension of learning and whether it is overly rational. This article addresses these issues and explores relevant ideas from Habermas and Honneth. Critical theory has evolved and Honneth's theory of recognition has implications for transformative learning. Following the communicative turn of Habermas, Honneth makes recognition and freedom key concepts that contribute to developing transformative learning theory. Intersubjectivity and recognition become the necessary preconditions for critical reflection, discourse, democracy and transformative learning. Freedom is also reconfigured and these ideas address the main critiques of transformation theory.

Transformative Learning in the Workplace

2014 ◽  
pp. 1088-1100
Author(s):  
Patricia Cranton ◽  
Ellen Carusetta
Keyword(s):  
Adult Education ◽  
Leadership Development ◽  
Transformative Learning ◽  
Learning Theory ◽  
Workplace Learning ◽  
Practice Theory ◽  
Learning Experience ◽  
Theory Development ◽  
Transformative Learning Theory ◽  
External Consultant

Using two silent-dialogue scenarios as a basis for discussion, this chapter provides an overview of how workplace learning can be framed by transformative learning theory. Based on the literature on workplace learning, the authors review the primary kinds of workplace learning that can be found in diverse workplace contexts. In contrast to the debates occurring in adult education about what is and what is not transformative learning, here they suggest that each kind of workplace learning has the potential to be a transformative learning experience. The chapter concludes with a discussion of paradoxes and implications. In this chapter the authors explore the nature of workplace learning from the perspective of transformative learning theory. In order to do this, they present two scenarios, one related to employer-sponsored learning in the workplace, and one related to leadership development facilitated by an external consultant. For each scenario, the authors use a silent dialogue—revealing the thoughts of the educator as the scenario unfolds, and the thoughts of one of the participants during the same timeframe. The silent dialogues reveal the conflicts and issues inherent in the scenarios. Drawing on the literature on workplace learning, the chapter provides an overview of kinds of workplace learning, and then analyzes the first scenario. This is followed by the presentation of the second scenario and an analysis of that scenario, next turning to transformative learning theory, and using that framework to better understand the kinds of workplace learning and how they can be transformative. The chapter discusses the paradoxes inherent in applying transformative learning theory to workplace learning and lists some implications for practice, theory development, and research.

Transformative Learning in the Workplace

2013 ◽  
pp. 13-25
Author(s):  
Patricia Cranton ◽  
Ellen Carusetta
Keyword(s):  
Adult Education ◽  
Leadership Development ◽  
Transformative Learning ◽  
Learning Theory ◽  
Workplace Learning ◽  
Practice Theory ◽  
Learning Experience ◽  
Theory Development ◽  
Transformative Learning Theory ◽  
External Consultant

Using two silent-dialogue scenarios as a basis for discussion, this chapter provides an overview of how workplace learning can be framed by transformative learning theory. Based on the literature on workplace learning, the authors review the primary kinds of workplace learning that can be found in diverse workplace contexts. In contrast to the debates occurring in adult education about what is and what is not transformative learning, here they suggest that each kind of workplace learning has the potential to be a transformative learning experience. The chapter concludes with a discussion of paradoxes and implications. In this chapter the authors explore the nature of workplace learning from the perspective of transformative learning theory. In order to do this, they present two scenarios, one related to employer-sponsored learning in the workplace, and one related to leadership development facilitated by an external consultant. For each scenario, the authors use a silent dialogue—revealing the thoughts of the educator as the scenario unfolds, and the thoughts of one of the participants during the same timeframe. The silent dialogues reveal the conflicts and issues inherent in the scenarios. Drawing on the literature on workplace learning, the chapter provides an overview of kinds of workplace learning, and then analyzes the first scenario. This is followed by the presentation of the second scenario and an analysis of that scenario, next turning to transformative learning theory, and using that framework to better understand the kinds of workplace learning and how they can be transformative. The chapter discusses the paradoxes inherent in applying transformative learning theory to workplace learning and lists some implications for practice, theory development, and research.

Transformative Learning in an Online Environment

2010 ◽  
Vol 1 (2) ◽  
pp. 1-9 ◽  
Author(s):  
Patricia Cranton
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Online Teaching ◽  
Transformative Learning Theory ◽  
Online Environment

The purpose of this article is to explore the potential for fostering transformative learning in an online environment. It provides an overview of transformative learning theory, including the variety of perspectives on the theory that have evolved as the theory matured. Strategies and practices for fostering transformative learning are presented, followed by a description of the online environment and how strategies for encouraging transformative learning might be carried into that environment. Students’ voices are brought in to corroborate and to question the importance of these strategies. The article concludes with a discussion of how an educator’s style and strengths can be brought into online teaching, especially with a view to helping learners examine their meaning perspectives.

Exploring Transformative Learning at the Cultural Interface: Insights From Successful Aboriginal University Students

2018 ◽  
Vol 49 (1) ◽  
pp. 2-13
Author(s):  
Braden Hill ◽  
Grantley Winmar ◽  
Jenna Woods
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Transformative Learning Theory ◽  
Adult And Continuing Education ◽  
Emotional Challenges ◽  
Education Theory ◽  
Cultural Interface ◽  
Transformative Impact ◽  
Adult And Continuing ◽  
Western Australian

Transformative learning theory articulates a process whereby students experience a change in perspectives that expands and transforms their worldview. Despite being well established and regarded within the literature relating to adult and continuing education, Mezirow's (1978) seminal education theory remains largely absent in the research relating to Indigenous higher education. This study explores the transformative impact of university learning on the student journeys of three Aboriginal graduates from a Western Australian university. Applying a collaborative auto-ethnographic approach, each author-participant's personal narrative of their student experience was exposed to comparative, thematic and critical analysis. It was found that each author had faced similar cognitive and emotional challenges at university. Significantly, it emerged that university had changed the author-participants’ identities in ways that aligned with Mezirow's transformative learning construct. The narrative data also revealed elements that appeared related to the students’ negotiation of Nakata's cultural interface. A dominant theme in the data referred to the relationships formed during university, as being integral to transformation. Furthermore, family was understood to have a paradoxical influence on their educational journey. The insights garnered from this study prompt further consideration as to how transformative learning theory might be mobilised at the cultural interface.

Risky Media

2013 ◽  
pp. 286-304
Author(s):  
Matthew J. Kruger-Ross ◽  
Tricia M. Farwell
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Transformative Learning Theory ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Assessment Technology

This chapter seeks to critically examine and question common assumptions underpinning educators’ use and incorporation of technology in the classroom. Drawing upon transformative learning theory, the authors argue that incorporating technology in education cannot and should not be done without first questioning assumptions regarding power, teaching, and assessment. Technology is transforming education in expected ways, but can also transform education in unexpected, unexplored ways. Educators need to move beyond the quick fix of bulleted lists to explore the implications of technology in the classroom more fully.

Learning Outcomes in Online Graduate Education Courses

2010 ◽  
pp. 89-96
Author(s):  
Greg Kearsley
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Critical Analysis ◽  
Online Courses ◽  
Discussion Forum ◽  
Transformative Learning Theory ◽  
Online Classes ◽  
Graduate Courses ◽  
High Degree ◽  
Education Courses

This chapter examines the relevance of transformative learning theory as it applies to online graduate courses. It is argued that the nature of learning that occurs in such courses involves a high degree of reflection and critical analysis and hence is well described by transformative theory. Discussion forum postings from 3 different courses at different institutions are analyzed in terms of the meaning structures defined by Mezirow. The results support the assertion that meaning schema and perspectives are being created and changed as a consequence of interaction with peers and instructors during online classes. A number of suggestions for refining the study of transformative learning in online courses are provided.

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