TRANSFORMATIVE LEARNING TO BE A BETTER EDUCATOR?

Nancy FranzAssoc. Dean for Extension and Outreach for Families and 4-H YouthDirector, ISUE to Families ISU College of Human Sciences

Approaches to Extension’s Educational Mission

CONTENT

LOW

HIGHFACILITATION TRANSFORMATIVE

EDUCATION

SERVICE CONTENTTRANSMISSION

PROCESS

HIGH

LOW

D. M. Ewert, 2001

WHAT IS TRANSFORMATIVE LEARNING? A prominent adult education theory Individuals, groups, and organizations

arrive at a new perspective and action that greatly differs from past views and behaviors (that improves their lives) Deep Pervasive Sustained

MOVING TOWARDS TRANSFORMATION

Don’t love clients and then leave them – stay with them

It’s about them, not about us Meet people where they are at through

service, content, and facilitation- then deepen and broaden the education and experience for transformation

Create IEPs or program chains for audiences

LEARNING ENVIRONMENT CONDITIONS THAT ENHANCE TRANSFORMATIVE LEARNING IN EXTENSION

Strong partner facilitation Critical reflection Critical events Fundamental difference between

partners wrapped in similar purpose Independence with interdependence Context

STRONG PARTNER FACILITATION Actions taken by both partners through

a variety of methods (talking, stretching, pushing each other)

Supportive social and supervisory relationships

Mentoring and support from “the other”

CRITICAL REFLECTION Reflective events/moments Facilitated group processes Examining beliefs and assumptions

CRITICAL EVENTS Pushed outside a comfort zone (or two) Trigger events Disorienting dilemma/disorientation

DIFFERENCE BETWEEN PARTNERS WRAPPED IN SIMILAR PURPOSE

Common group goals within a diverse group Common goal Diverse perspectives/way of being

INDEPENDENCE WITH INTERDEPENDENCE

Practice independence in a safe environment

Build trust with partners Well being of learner and teacher

CONTEXT Traditions and rituals Simple lifestyle Individual readiness for change Freedom from constraints Alternative way of being is possible

OVERALL We need to help people think and act

differently and be open to the same happening to ourselves in the process

We are no longer just the expert, we are the architect of learning environments where context and expertise in specialized chains create deep and lasting change