scholarly journals Transformative Learning: Evolutions of the adult learning theory

Phronesis ◽  
2018 ◽  
Vol 7 (3) ◽  
pp. 5-17
Author(s):  
Chiara Biasin
Keyword(s):  
Adult Learning ◽  
Transformative Learning ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Transformative Learning Theory ◽  
Self Sufficiency ◽  
Core Concepts ◽  
Research Questions ◽  
Autonomous Development ◽  
Dominant Theory

This paper investigates how Transformative Learning has developed as the dominant theory in adult learning and education. The goals are to analyze the progressive self-sufficiency of the Theory from its discoverer and to examine its expansion as a mainstream in the field. The hypothesis is that the massive spread of the theory of Transformative Learning is due to its appeal as a master key to transformation. This has allowed the ‘autonomous’ development from Mezirow itself and the vast diffusion to the great detriment of conceptual coherence. The research questions are: How did Transformative Learning establish itself as a theory of adult education? What characteristics are at the base of this good fortune? How did Mezirow explore and then define the theory of Transformative Learning? Is the Mezirow’s reference theory another name for the Transformative Learning Theory? The article starts with the birth of Transformative Learning and then focuses on the consolidation of some core-concepts of the theory. The diffusion of different approaches will be discussed. Finally, the international affirmation of Transformative Learning is presented with references to the European network.

Connecting Spiritual Formation and Adult Learning Theory: An Examination of Common Principles

2017 ◽  
Vol 14 (2) ◽  
pp. 247-269 ◽  
Author(s):  
Christopher B. Beard
Keyword(s):  
Adult Learning ◽  
Transformative Learning ◽  
Christian Education ◽  
Spiritual Formation ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Learning Theories ◽  
Adult Learning Theories

In the realm of Christian education, the topic of adult spiritual formation has been broadly considered from the philosophical, theological, and practical viewpoints in order to aid spiritual formation practitioners in the design and execution of spiritual formation endeavors. Paralleling this body of literature is the vast topic of adult learning theory, examining the various ways adults learn. While the two disciplines seem to have potential commonalities, few works overtly identify them. The purpose of this article is to demonstrate connections between principles of spiritual formation and principles of adult learning theory found in the literature that have not previously been articulated, focusing on missional spiritual formation and the adult learning theories of andragogy and transformative learning.

scholarly journals Braided Stories and Bricolaged Symbols: Critical reflection and transformative learning theory for teachers

2011 ◽  
Vol 46 (1) ◽  
pp. 41-54 ◽  
Author(s):  
Susan M. Brigham
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Teacher Identity ◽  
Teaching Practice ◽  
Adult Learning Theory ◽  
Transformative Learning Theory ◽  
Multiple Perspectives ◽  
Teacher Professional ◽  
Maritime Canada ◽  
Two Phases

In this paper I make the case that transformative learning theory, a specific adult learning theory, and an arts-informed research method have important value for teacher professional practice and teacher education. I refer to two phases of a study involving women who have immigrated to Maritime Canada and were teachers in their countries of origin. I illustrate a process through which participants can weave multiple perspectives, unpack constructed realities, and become more reflective about their teacher identity and teaching practice.

scholarly journals Applying Holistic Adult Learning Theory to the Study of Calculus

2018 ◽  
Vol 15 (3) ◽  
pp. 85-98
Author(s):  
Reem Jaafar ◽  
◽  
Joni Schwartz ◽  
Keyword(s):  
Adult Learning ◽  
Transformative Learning ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Comparative Case Study ◽  
Holistic Learning ◽  
Data Content ◽  
Learning Modes ◽  
College Calculus

This exploratory, comparative case study of an urban community college calculus classroom examines adult learning from Yang’s Holistic Learning Theory and provides concrete pedagogical suggestions for how adult learning practitioners can engage adult learners in transformative learning. Data collection was from a selective sampling of student reflective survey writing throughout the span of one calculus course. Data content analysis was both manual and with the aid of NVivo qualitative software by two separate coders. Findings indicate that students exhibit strong explicit and in some instances implicit learning modes but seldom engage in transformative or emancipatory modes of learning as it relates to math. The study, although a pilot, suggests avenues for further research in math learning as well as ideas for eclectic teaching approaches in adult math classrooms. Implications for professors and administrators are discussed.

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.

GED Teaching and Adult Learning Theory

1994 ◽  
Vol 6 (2) ◽  
pp. 13-14
Author(s):  
Kathleen Loughlin
Keyword(s):  
Adult Learning ◽  
Learning Theory ◽  
Adult Learning Theory

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.

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