Transformative learning

Transformative learning ( according to Mezirow ) is a process, if confirmed, in which, by critical (self-) reflection own presuppositions ( perspectives, ways of thinking, habits of thought ) can be transformed in order to change them both to expand.

In the center of transformative learning theory is therefore a perspective transformation. This process is supported by the active participation in discourses in which one with experience and other assumptions will be confronted and can expand in this way his own habits of thought and patterns of interpretation.

The transformative learning theory arose in the 1970s in the U.S. and was further developed in Canada and South America. Your most important representative is Jack Mezirow, who is also the founder of this theory. The transformative learning theory is the most important theory when it comes to adult learning in Anglo-Saxon, but was not previously rezipiert little in Europe. The theory is based on constructivist assumptions and the roots of the theory lie in humanism and critical theory. Furthermore, references to the communicative action by Habermas can be detected.

• 3.1 experience
• 3.2 Rational discourse
• 3.3 Critical reflection

Basics

Every person has individual habits of thought and ways of thinking that manifest themselves as meaning schemes and meaning perspectives and affect daily activities. Meaning schemes (English meaning schemes or points of view ) describe specific knowledge, beliefs, value judgments and sensations which are reflected in the interpretation of an experience. The meaning perspectives (English meaning perspectives or habits of mind ) are the meaning schemes over ordered and denote a bundle of habitual expectations / assumptions which determine our perception and understanding and thus influence the interpretations of an experience. Together the meaning schemes and perspectives to the reference frame ( engl. frame of reference ) for our interpretations and interpretations. Such reference frames are acquired through socialization processes and expanded or altered by transformations in the course of life. Starting point for a perspective transformation is a disorienting dilemma, which can be triggered by death, illness, divorce, events in professional life, retirement and failures, but by less intrusive experiences such a discussion, a book, a poem or a painting. Existing meaning schemes advised by their limits, are transformed or are new schemes formed.

Ideally, the transformation process ten phases by Mezirow to know:

In a nutshell, that it is the transformative learning process to a conscious process that begins with a dilemma and will be further developed through critical reflection.

Concept of learning

Learning can according to Mezirow be described as " creation of meaning". Each experience that makes a man, he tries a sense or attributable to an association. It thus makes an interpretation of what happened, to give a meaning to the event. These meanings, in turn, are reflected in the meaning schemes and perspectives which determine the thinking, acting and feeling and at the same time affect our interpretations of a new situation. These schemes and perspectives are also to be strengthened by new experiences or falter.

Four types of learning

Mezirow therefore distinguishes four types of learning:

When learning from existing meaning schemes knowledge is gained within an existing frame of reference, whereby the meaning schemes differentiated and refined. However, does not change the way of interpreting the world, as the meaning perspectives remain unchanged. When learning new meaning schemes occurs an extension of the scope of existing meaning perspectives, where the meaning perspectives not changed, but be strengthened. Again, the framework remains intact, there occur only other schemes which will support a perspective. In these two forms of learning no transformation takes place, only the latter two forms of learning are attributed to the Transformative learning in the traditional sense. When learning by transformation of meaning schemes, the existing schemes can be changed by something is added or different schemes are combined. Existing schemes are broken and replaced by new or expanded. Meaning schemes to change fundamentally, this can affect the import of perspective and this also change. Learning by transformation of meaning perspectives is by Mezirow the "most important kind emancipatory learning " and requires a critical reflection of one's own way of thinking about how to get to its meanings and interprets his experiences. In such a reflexive way of thinking the meaning perspectives are challenged and changed. Only through the reflexive transformation of meaning schemes and perspectives, learning is transformative.

Central elements

Central elements of this form of learning is based on experience, critical reflection and rational discourse.

Experience

People learn by trying the reality to interpret and apply to their experience meanings. Experiences thus form the starting point of the learning process. Of the experience, it depends on the one hand, what prospects you have formed and on the other they form the basis for dialogue and reflection.

Rational discourse

Rational discourse is the social component. Through discourse people come into contact with the outside world and exchange individual experiences and are encouraged to question their own meaning schemes and to check their validity. The dialogue stimulates thinking about interpretations and thus promotes critical reflection.

Critical reflection

Critical reflection firm convictions and reference systems are questioned. It serves primarily the criticism and re-evaluation of " expediency of the previously learned ". Mezirow distinguishes three different forms of reflection, focusing on the content (which meant, perceived and felt ), the process ( how to act and how this action is perceived ) and the assumptions ( assumptions: why something is so and not otherwise perceived ) relate. The reflection of the premises is the most comprehensive form of reflection, since the assumptions of how the world is interpreted to be questioned.

Criticism

Mezirows theory is no longer stopped at this level, which is why the transformative learning theory is also referred to as a process-oriented theory, since it is constantly evolving. It may, therefore, according to Cranton / Taylor no longer speak of the approach of transformative learning, but there are different approaches, which show the role of different elements (emotions, learning settings, theories ) in focus. One approach comes from Ed O'Sullivan, who criticized the fact that the Mezirow'sche approach too much skidding the individual processes in the center and the collective neglect. For a critical, sustainable society, it is necessary to control collective learning processes and to support critical. Further criticism was practiced by exponents like Taylor, Cranton or Dirkx at the over-emphasis on rationality and critical reflection, which leads from their point of view to a neglect of the role of the unconscious and the emotions.