Transformative Learning

2017 ◽  
Vol 8 (1) ◽  
pp. 16-22
Author(s):  
Bo Chang
Keyword(s):  
Transformative Learning ◽  
Critical Reflection ◽  
Learning Experience ◽  
Rational Discourse ◽  
Emancipatory Learning ◽  
Main Components ◽  
Biological Context

Mezirow's (1978) transformative learning was influenced by Kuhn's (1962) paradigm and Freire's (1970) emancipatory learning. In this paper, the author provides readers a clear guide about the main components of transformative learning: Experience, critical reflection, and rational discourse. The author emphasizes that experience in transformative learning is not the ordinary, daily mundane experience, or the new experience added on top of our old experiences, but that experience which fundamentally conflicts with what our assumptions can explain. Transformative learning is to challenge or disturb the fixed assumptions. Through critical reflection, learners examine the origins of beliefs in their historical and biological context and take actions to change their pre-existing assumptions to better understand the current disoriented experience. Finally, the author provides recommendations about how to apply transformative learning in practice.

scholarly journals Transformative Learning as a Factor of Lifelong Learning by the Example of Vocational Education in Canada

2015 ◽  
Vol 5 (4) ◽  
pp. 62-67 ◽  
Author(s):  
Yuliana Lavrysh
Keyword(s):  
Transformative Learning ◽  
Critical Reflection ◽  
Life Experience ◽  
Theoretical Background ◽  
Educational Process ◽  
Self Reflection ◽  
Life Long Learning ◽  
Rational Discourse ◽  
Education Science ◽  
Learning Concept

Abstract The characteristics of transformative learning as a factor of life-long learning have been presented in the article. The paper offers analysis of foreign theorists and practitioners’ views on transformative learning at Canadian universities. A special attention has been paid to the exploration of transformative learning methods and techniques implemented during vocational training at universities. The analysis of theoretical background evidences that the transformative learning concept is based on the theory of person’s transformations depending on the life experience, cognitive development and critical reflection skills. The significance of transformative learning concepts implementation into Ukrainian educational process has been substantiated. The main principles of transformative learning have been described (education, science and manufacture integration, selfrealization through values and assumption transformation, focus on dialogue and critical self-reflection). The key elements of transformative learning have been determined, namely, disoriented dilemma, critical reflection and rational discourse. The importance of nonformal and non-linear educational techniques implementation has been proved.

A Transformative Learning Experience for Senior Nursing Students

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Susan M. Hunter Revell ◽  
Kristen A. Sethares ◽  
Elizabeth Danells Chin ◽  
Marni B. Kellogg ◽  
Deborah Armstrong ◽  
...  
Keyword(s):  
Nursing Students ◽  
Transformative Learning ◽  
Learning Experience

Practitioner perspectives on learning for social change through non-formal global citizenship education

2017 ◽  
Vol 13 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Eleanor J Brown
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Formal Education ◽  
Global Citizenship ◽  
Small Individual ◽  
Global Citizenship Education ◽  
The Social

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

scholarly journals Transformative Learning Experience for Incoming Freshmen Engineering Students Through Robotics Research

2020 ◽  
Author(s):  
Baha Jassemnejad ◽  
Wei Pee ◽  
Kevin Rada ◽  
Montell Wright ◽  
Kaitlin Foran ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Engineering Students ◽  
Learning Experience ◽  
Incoming Freshmen

Researching the learning experience of critical reflection

2019 ◽  
pp. 139-153
Author(s):  
Laura Béres ◽  
Jan Fook ◽  
Nate Meidinger ◽  
Tonya Salomons
Keyword(s):  
Critical Reflection ◽  
Learning Experience

Mentoring in Graduate Education

2014 ◽  
pp. 101-117 ◽  
Author(s):  
Catherine A. Hansman
Keyword(s):  
Transformative Learning ◽  
Graduate Education ◽  
Critical Reflection ◽  
Program Design ◽  
Educational Institutions ◽  
Future Research ◽  
Higher Educational Institutions ◽  
Research And Practice ◽  
Higher Educational

The purpose of this chapter is to examine and analyze the concepts of power, critical reflection, and potential for transformative learning in graduate mentoring models and programs, exploring research and models that reflect these concepts in their program design and “curriculum” for mentoring. The chapter concludes with an analysis of two mentoring models/programs and suggestions for future research and practice in mentoring in higher educational institutions that may lead to transformative learning among mentors and participants in these programs.

International Service-Learning

2016 ◽  
pp. 420-445 ◽  
Author(s):  
Joellen E. Coryell ◽  
Trae Stewart ◽  
Zane C. Wubbena ◽  
Tereza Cristina Valverde-Poenie ◽  
B. J. Spencer
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Learning Experience ◽  
Comparative Case Study ◽  
Future Research ◽  
International Service Learning ◽  
International Service ◽  
Working Together ◽  
Cultural Dialogue ◽  
The University

International Service-Learning (ISL) is a structured service-learning experience in another country where students learn from interaction, cross-cultural dialogue, and reflection. This humanistic pedagogy was utilized at the University of Canterbury after earthquakes rocked Christchurch, New Zealand (NZ) in 2010 and 2011. The present comparative-case study examined United States (US), European Union (EU), and Kiwi students' transformative learning through working together in a university-based ISL course designed around re-building Christchurch. Data were analyzed through the Kiely's (2005) Transformative Service-Learning Model. The findings of this study contribute new elements to the dimension of the model and argue that the concept of global citizenship may better explain a mixed cohort of international students' service-learning experiences in a post-disaster setting. Implications to the study's findings and recommendations for future research are briefly discussed.

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