Transformative Learning TheoryClass Session 4 – ADLT 671Theory and Practice of Adult Learning for Medical Educators

Mezirow’s Transformative Learning Theory (1978, 1991)

In childhood, learning is formative (derived from formal sources of authority and socialization)

In adulthood, learning is transformative, as adults are more capable of seeing distortions in their own beliefs, feelings, and attitudes

“We are caught in our own histories” (Mezirow, 1991)

• We individually assimilate the culture of which we are a part

• We uncritically adopt idiosyncrasies from primary child care givers in childhood.

• We have many intentionally and unintentionally learned theories about the world, some of which may no longer be serving us well

Mezirow’s Definition of Transformative Learning

“The process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action” Mezirow, 1991

Human Communication and the Learning Process

• Human beings share a defining need to understand the meaning of their experience

• We seek agreement on the meaning and justification for our understandings and beliefs

• We seek more functional beliefs

• We want to act on our beliefs

Two Domains of Learning in Mezirow’s Theory

• Instrumental learning is learning to control and manipulate the environment or other people, e.g., task-oriented learning

• Communicative learning is learning what others mean when they communicate with us. This involves feelings, intentions, values, moral issues, and meanings.

Key Points in Transformative Learning Theory

Points of View• Consist of meaning schemes

• Specific attitudes, knowledge, beliefs, value judgments, and feelings involved in making interpretations

• Are more changeable than habits of mind or frames of reference

• Are transformed when we become critically reflective on the content of a problem or the process of problem-solving

Habits of Mind

• Older TL language referred to these as “meaning perspectives”

• Clusters of meaning schemes which constitute an overarching view or a rule system for guiding behavior and action

• Habits of mind are transformed when we become critically reflective on the premise of a problem

Frames of Reference• Mindsets of orienting assumptions and expectations.

They predispose us to view the world in a certain way.

• Frames of reference include:

• Values, affective dispositions, moral and aesthetic preferences, paradigms, learning preferences, and sense of self

• They involve orienting habits of mind and resulting points of view. They shape, delimit, and often distort the way we make meaning of our experience

• Frames of reference are derived from the culture, language, and the idiosyncrasies of principal caregivers

Learning becomes transformative when meaning structures are revised or re-framed to include perspectives that are more inclusive, differentiated, and permeable, in the sense of being open to alternative viewpoints.

Learning Occurs in Four Ways

• Learning within existing points of view (expanded meaning)

• Learning/developing a new point of view

• Revising or re-framing points of view (meaning scheme transformation)

• Revising or re-framing habits of mind or worldview (perspective transformation)

Perspective Transformation

• Requires critical reflection on the content, processes, and premises underlying our untested assumptions of reality

• Results in a revised “world view”

• Can be dramatic and epochal: a disorienting dilemma

• Can be incremental through gradual accumulation of changes to meaning schemes

Mezirow’s Early Conception of the Ten Phases of a Perspective Transformation

Mezirow’s Ideal Conditions for Discourse (from Habermas)

• Have accurate and complete information

• Be free from coercion and distorting self-deception

• Be able to weigh evidence and assess arguments “objectively”

• Be open to alternative points of view and to care about the way others think and feel

Ideal Discourse, continued

• Be able to become critically reflective of assumptions and their consequences

• Have equal opportunity to participate in the various roles of discourse

• Be willing to accept an informed, objective, and rational consensus as a legitimate test of validity until new perspectives, evidence, or argument are encountered and established as yielding better judgments.

Development in Adulthood

• Mindful learning process

• Phased and transformative

• Meaning clarification through expanded awareness and reflection

• Movement towards fuller realization of agency

Early Critique of Mezirow’s Theory

Mezirow’s Assumptions about the Education of Adult Learners

• There is no such thing as a value free education

• Adult educators are never neutral

• The most insidious effects of power are when people feel insecure enough not to have a voice---and therefore do not participate

Role of the Adult Educator

• To support and encourage transformative learning that creates more inclusive, discriminating, and integrative perspectives for the adult learner

• How?

• Challenge untested assumptions

• Encourage critical reflection and critical self-reflection

• Create ideal conditions for discourse

How viable is Mezirow’s view of TL in medical education?

… for the education of physicians? … for the education of graduate students?