TRANSFORMATIVE EDUCATIONI. Definition of terms

II.Transformational Learning Theory-Two Kinds of Learning

III.Perspective Transformation-Process of Perspective Transformation -Elements of frame reference-Four Ways of Learning

IV.Reasons To Consider and Practice for Students

V. Instructional PracticesVI.Educational ImplicationsVII.Research

o ep mn - i dn e d

Definition clue

2 letters clue

: willing to consider different ideas or opinions

r e f l e c t i v erc

and i t i c a l

Definition clue

5 letters clue: thinking carefully about something

: using or involving careful judgement about good and bad parts of something

TRANSFORMATIVE EDUCATION

Transformational learning about change, dramatic, fundamental change in the way we see ourselves and the world in which we live. (Merriam, 2007)

Reflective & critical

Open to perspectives of others

Less defensive & more accepting of new ideas

Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings and actions. (O’Sullivan, 1999)

TRANSFORMATIVE EDUCATION

RELATIONS

SELF

STRUCTURES

Transformational learning theory CONSTRUCTIVIST

(Taylor, 1998 & Mezirow, 1997) - this theory involves two kinds of learning:

An orientation which holds that the way learners interpret and reinterpret their sense experience is central to making

meaning and hence learning.

What is Love?

Transformative learning

Instrumental learning

Task-oriented problem solving

Cause and effect relationships

Communicative learning

Feelings, needs and desires with another person

Psychological

Convictional

Behavioral

PROCESS OF PERSPECTIVE TRANSFORMATION

Lifestyle Belief system

self

“ frame of reference”

ELEMENTS

Habits of mind

• Cultural, social, educational & political codes

Point of view

• From habits of mind

Mezirow, 1997

collective assumptions

through which we interpret and

understand the world we live in.

LEARNING

EXISTING Frames of Reference

Habits of Mind

Points of View

NEW Frames of Reference

ELABORATING

TRANSFORMING

LEARNING

TRANSFORMING

An important part of transformative learning is: for individuals to change their frames of reference

critically reflecting on their assumptions and beliefs

and consciously making and implementing plans that bring about new ways of defining their worlds.

This process is fundamentally rational and analytical.

Diverse experiences such as:

--is part of the process of transformative education

Reasons to consider transformative learning theory and practice for students:

• Transition to adult life

• Beliefs and assumptions may be challenged

• Some degree of personal or social transformation is required• We are living

through a period of transformational change

Guide for Educators of Adult, 1994

TRANSFORMATIVE EDUCATION

Reasons to consider transformative learning theory and practice for students (Guide for Educators of Adult, 1994) Key points to apply transformational learning in practice (Imel, 1998, Taylor, 1998) Instructional practices to increase participation and engagement (de Frondeville)

Imel ,1998 & Taylor, 1998

Key points to apply transformational learning in practice

Ideal learning

condition

Effective instructional

methods

Sensitive relationships

with the students

• creating an emotionally safe classroom• creating an intellectually safe classroom• cultivating engagement meter• practicing journal or blog writing to communicate with students•Teaching self-awareness about knowledge• Using the design process to increase the quality of work• marketing the projects

Perspective transformation leading to transformative learning occurs infrequently.Mezirow believes that it usually results from a disorienting dilemna, which is triggered by a life crisis or major life transition, although it may also result from an accumulation of transformations in meaning schemes over a period of time. Less dramatic predicaments, such as those created by teacher, also promote transformation.