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TRANSFORMATIVE LEARNING OF INDIVIDUAL IN THE PROCESS OF LIFELONG EDUCATION
A. Tatarintseva
The author presents Reformative teaching concept by Dzh.Mezirov, which enriches modern understanding of lifelong learning, discloses deep psychological and pedagogical meanings.
Key words: life-long learning, critical thinking, meaning, perception, perspective, transformation, interpretation, experience, beliefs, values, competence.
Summary. Professor Jack Mezirow (1923-2014) was an American sociologist, Doctor of pedagogy in the sphere of Adult and Continuing Education. He is widely accepted as the founder of the Concept of Transformative Learning proposed in 1978 which became one of the most influential theory of contemporary Life-Long Education. This theory represents education as a powerful tool able to change a person much more than other methods of education, as the process of Self-reflection occurs at some successive stages: reflection, interpretation, experience, ideas. The learning experience forms and has especially strong influence on a student caused a paradigm shift and changes in the further behavior of a student. Mezirow (1978) distinguishes three forms of reflection: (1) reflection on the content; (2) reflection on the process; (3) reflection on the premise. Only reflection on the premise is able to transform a person’s point of view and lead to reframing the situation’s perception. Thus, a person casts doubt on his/her premises, beliefs, values and begins to understand how they influence on own attitude to the surrounded world. The most efficient learning includes individual’s awareness of ways where unspoken assumptions restrict and distort his/her perception of the surrounded world’s meaning and transform own believes and values. Thus, everyone possesses the potential to break free from his/her situation to transform his/her life, beliefs and values. Mezirow (1978) enriched the Theory of Lifelong Education by the notion “perspective” which has special significance for learners. Perspective is a field of individual values, meanings within which a man realizes himself as a personality. Mezirow in his the most popular work ’’Transformative Changes In Adult Education” showed that during learning there is a new interpretation of the previous experience and it gives a possibility to entering public life and Lifelong Education in a new quality. The Aim of the research is to investigate The Concept of Transformative Learning in the process of contemporary Lifelong Education. The Object of the research the process of Lifelong Transformative Learning. The Method of the research is the theoretical analysis of scientific literature on the given problem.
The essence of transformative learning conception by Mezirov (1978). Burge and Roberts [1995] define five characteristics of learners which exist in all types of the learning environment: (1) motivational calls to action; (2) the development stages (cognition and group processes); (3) gender differences; (4) cultural differences; (5) learning styles. Motivation influences on the amount of time that students are ready to devote to learning, the development of their competence and problem solving. The more she/he is focused on learning, the stronger is
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her/his persistence in overcoming difficulties [Dweck, 1989]. Students oriented towards learning are opened to new challenges. Social possibilities also influence on motivation. Learners of all ages are more motivated when they see the usefulness of what they learn and when they can use this new information in order to do something to influence on others [Pintrich &Schunk, 1996; McCombs, 1996]. The influence of all above mentioned factors on individual’s learning in the light of the Concept of Transformative Learning by Mezirow [1978] is analyzed in the proposed research. The key idea of the Concept by Mezirow[1978] is that learning occurs as soon as some changes appear in someone’s value of perspective or in paradigm or when an adult rebuilds the system of his/her beliefs and views on the world. Mezirow[1978] defines some ways to encourage critical thinking and awareness. It is very important how a person interprets his/her experience , what meaning he/she attaches to that, how it can be changed in order to get new understanding of what happened and can learn from it for his/her future activities. People should learn to change their specific meaningful schemes, values, beliefs, attitudes and emotional reactions which in turn lead to the perspective’s transformation. The perspective’s transformation is the process of understanding how and why our assumptions limit the way of our perception, comprehension and a sense of the world. It is a process of restructuring usual expectations in order to make the perspective more perfect, and finally, making a choice based on already new understanding [Mezirow, 1991]. This type of learning is rooted in the process of meaning’s creation which is the basis of constructivism where the surrounded environment should provide the support, to foster a dialogue and critical interpretation of the presented material and Self. Transformative Learning represents series of multidimensional interactions. It is what Hardrove [1998] calls “a triple cycle of learning” which he describes as “learning transforming a certain point of view underlying beliefs and assumptions forming representations about us as human beings and about what we identify ourselves with”. The problem of Transformative Learning is urgent nowadays because the analysis of the current situation shows that each individual is influenced by the need to develop new knowledge and skills where a human factor should be in the centre of modern Lifelong Education. Thus, learning and transfer of knowledge are very important as Transformative Learning develops autonomous thinking [Mezirow, 1991]. More than 30 years the Theory of Transformative Learning deepens our understanding of what learning means. The dominant position in the Concept of Transformative Learning is a rational cognitive process connected with critical thinking. Cranton [1994] believes that the Theory of Transformative Learning by Mezirow was developed in the comprehensive and complex description of what how learners interpret and reformulate the value of their experience. Although Mezirow is considered the main creator of the Concept of Transformative Learning other scientists also contributed to this theory. There are three common themes in the Theory of Transformative Learning created by Mezirow based on the Psychoanalytic Theory[Boyd & Myers, 1988] and the Critical Social Theory[Scott, 1977]. These themes are the following: (a) the central role of experience; (b) critical thinking; (c) rational discourse.
Meaningful structures which should be transformed are based on totality of individual’s cultural and contextual experience that has a huge impact on how
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people behave and interpret events which could be rearranged and used in a rational way [Taylor, 1998]. The transformation of meaningful schemes occurs through leaning. The author of the given research shares the opinion of Mezirow who believes that such a transformation occurs through the series of stages which begin with reorientation of dilemma [Mezirow, 1991]. The next stages include: (1) self-analysis; (2) the critical assessment of assumptions; (3) recognition that such transformations occur also with other people; (4) the investigation of new roles or actions; (5) the elaboration of an action plan; (6) assimilation of knowledge and skills to implement this plan; (7) the verification of this plan; (8) the development of competencies; (9) sSelf-confidence in new roles; and (10) the new integration into life on the basis of a new perspective. Mezirow [1991] believes that Transformative Learning occurs when individuals change their reference points by critically reflecting on their assumptions, beliefs and consciously developing and implementing plans which bring new ways of defining the meaning of words. This theory analyses the process of learning which is inherently rational, analytical and cognitive with its internal logic [Grabov, 1997]. There are many critical comments addressed to the Theory of Transformative Learning created by Mezirow. The main sphere of criticism is its emphasis on rationality. Although many empirical research confirm the position of the theory that critical thinking is the basis of Transformative Learning a number of scientists concluded that “ too much attention is paid to critical thinking in the process of perspective’s transforming while the process itself is too rationally implemented [Tailor, 1998; Scott, 1977]. The opposite point of view that Transformative Learning is the intuitive creative and emotional process [Grabov, 1997] is based on the research conducted by scientists Boyd & Myers [1988]. These scientists created The Concept of Transformative Learning based on analytical or depth psychology. The scientific work written by Boyd & Myers [1988] reflected the idea of Carl Jung about individualization in the process of Transformative Learning [Jung, 1921]. Carl Jung quoted in the research conducted by Jacoby [ Jacoby, 1990] defined individualization as “a process by which an individual is formed, differs from others and his aim is the development of own personality. Strength and dynamics associated with individualization are mainly unconscious and represent themselves independent from the conscious ego within the emotional, effective and spiritual components of human life”. When people consciously participate in the process of individualization they often discover that their conscious aspiration based on their own ego could be who they want to be but it is not the same who they really are [Jacoby, 1990]. Transformative Education promotes natural processes of individualization by creative interaction in different dimensions of individual’s subconscious life [Boyd & Myers, 1988]. The notion “Transformative Education” created for Boyd & Myers [1988] reflects the conception of psychology the centre of which is the Soul [Dirkx, 1998]. It means that processes occurred in Lifelong Learning are the processes which are primary, original, basic and necessary in the deepest essence of our existence - in our Soul [Sells, 2000]. The Soul in depth psychology represents the third way of thinking about the essence of man in addition to his mind and matter. Images express the ways by which people perceive the meaning of the social world. Dirkx [1998] determines Transformative Learning as “mythical and poetical”. Mythical and poetical view is based on images and symbols, the language of poetry. This point
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of view complements the idea of the perspective’s transformation analyzed by Mezirow [1991] and Cranton [1994] who believe that the perspective’s transformation is based on critical thinking, reasons and rationality. From the mythical and poetical perspective Transformative Learning refers to our Soul because people mainly pay attention to the images which are conceived in order to show powerful motives, concealed emotional or spiritual needs, problems presented at the subconscious level.
During the last years the majority of scientists investigated depth psychology focus on the spiritual aspect of Transformative Learning rich with poetic images. For example, Scott [1997] investigates the sense of loss and grief which can be accompanied by the process of somebody’s transformation. Nelson [1997] believes that learners create their lives by using imagination and critical thinking in order to interpret the history of own life in the social context. Transformation is the fundamental change of somebody’s personality involved the analysis of personal dilemma and the increase of the conscious result expressed in greater integration of personality. The process of recognition (insight) is central for Transformative Education [Boyd & Myers, 1988]. Recognition relies on such extra rational resources as symbols, images, archetypes in order to help in the creation of the personal vision or meaning what it means to be human [Cranton, 1994]. The recognition process by the viewpoints of scientists explored the process of Transformative Learning consists of activities included the following phases: (1) perceptivity; (2) recognition; (3) upset. At first an individual should be opened for the perception of alternative determinations of the essence of the meaning, then he/she should realize that this determination is definitely true [Boyd & Myers, 1988]. As for them, upset is the most crucial and necessary phase of the process of recognition when an individual recognizes that old patterns, models or ways of his/her perception are no longer relevant. So he/she moves towards the creation or adoption of new ways and at last he/she makes a single entity from the old and new models of perception.
In contrast to Mezirow [1978] considered that the ego plays the central role in the process of the perspective’s transformation, Boyd& Myers[1988] use the structure which goes beyond the ego, they pay special attention to the essence of logic and causality in the definition of Transformative Learning which is more psychological by nature. Taylor [1998] believes that the process of knowledge transfer to a new situation of learning is under the influence of the extent to which people learn with understanding rather than simply memorize a set of facts or procedures. That is why the ability to understand is important for problems of knowledge transfer. Students are sometimes offered learning tasks which don’t contain a clear meaning or logic. That initially creates a difficulty for them to learn with understanding, students should have time to study main notions and connect them with the acquired already information [Klausmeier, 1985]. The amount of time given for the study of material should be in proportion to the amount and complexity of the material which is studied [Singley & Anderson, 1989]. Two points of view to the essence of Transformative Learning are contradictory. One approach by Mezirow [1978] protects rationality dependent on critical thinking while the second point of view of Boyd & Myers[1988] is based mainly on imagination and emotions. The author of the given research believes that these differences in two
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viewpoints can be understood better as the question of emphasis in this concept. Both viewpoints use as rational processes as also include imagination as a part of creative processes. Grabov[1997] believes that these two viewpoints include a lot of common, they are: humanism, release, autonomy, critical thinking, justice, impartiality, Self-knowledge, participation, communication, reasoning and discourse. Two different ways of Transformative Learning assume that there is not a single method of Transformative Learning. Differences in learning situations, in students and lecturers affect the experience of Transformative Learning. As people learn in different ways according to their learning styles pedagogues should not consider Transformative Learning as the sole purpose of education [Cranton, 1994]. Taylor [1998] suggests that not all learners are predisposed to be busy by Transformative Learning. Lecturers implemented the Concept of Transformative Learning should take into account the importance of their own role that is to create the learning environment with the atmosphere of trust, care and promote the development of sensitive relationships among students as well as among students and lecturers. It is one of the founding principle of the successful implementation of Transformative Learning. Taylor [1998], Loughlin [1993] believe that the responsibility of a lecturer includes the creation of the society of knowledgeable individuals united by the fact that they try to perceive the meaning of their own knowledge and experience. Cranton [1994] considered that a lecturer also establishes a platform for Transformative Learning by acting as a role model and demonstrating a desire to learn and change his/herself, broadening and deepening understanding of the substantive perspective by explaining the role of rational and emotional, the role of a student realizing and implementing Transformative Learning according to own style of learning. Let’s determine the essence of the notion “learning style”. There are a lot of definitions of the notion ‘learning style’: a choice of an individual of his/her own approach to implementing a learning task [Skehan, 1998], [Spolsky, 1998]; a cognitive, emotional and psychological feature of how learners perceive, interact and react to the learning environment [Keefe, 1987]; an experimental choice by the help of which individuals distinguish four phases of a learning process (concrete experience, observation promoted thinking, abstract reasoning, active experimentation) [Kolb, 1985]. Dunn [1993] defines learning styles as the conditions under which an individual begins to concentrate, perceive, process and retain new or complex information, etc.
Students should share responsibility for the creation of conditions under which Transformative Learning occurs. Thorndike [1932] believes that the degree of transfer between the initial and subsequent learning depends on the coincidence of specific facts and skills in these two events. Learning transfer can’t be implemented without an adequate level of initial learning. The main result of Transformative Learning is the further development of students’ abilities focused on a new position, an idea or the achievement of the paradigm, thus taking a new look at the same idea. Singley & Anderson[1989] believe that the following key characteristics of transfer are significant for contemporary Lifelong Education of Adults: (a) initial education is necessary for learning transfer, many types of learning situations can support learning transfer; (b) learning overloaded by situations can decrease the effect of transfer; (c) transfer is an active dynamic process but not a passive end product with a particular set of learning situations;
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(d) obtaining new knowledge includes transfer founded on previous knowledge based on students’ learning styles and their relevant cognitive level of the development. Students should be involved in deliberate practice included active continuous control of own progress, the feedback is one of the important preconditions for successful learning [Thorndike, 1932]. Understanding -where, when and why new knowledge should be implemented - can be extended by the usage of so-called “contrast cases”, it is the conception from the sphere of perceptive learning [Gardner, 1974]. Contrasts organized properly can help students to analyze functions attracted their attention earlier in a new way and decide which functions are suitable and which ones are unsuitable to a new situation.
Conclusion. Large number of studies confirm that knowledge transfer can be enhanced. It helps students to see potential transfer implementing of those knowledge which they acquire now [Anderson, 1996].Transformative Learning refers to the process by which people deliberately participate in the process of the development and individualization throughout their life. Thus, they come to deeper understanding of Self and their relationships with the surrounding world. When students are given the opportunity to become experts of their own learning they change themselves, their feeling of Self-esteem increases as well as their confidence of own abilities, they study new spheres of knowledge which they considered to be impossible for them earlier. The viewpoint to Transformative Learning expressed by Boyd & Myers [1988] help us to accept more mystic and poetic look at understanding images, to strengthen its emotional and spiritual depth. The research approaches to Transformative Learning are under a great influence of rationality and logic based on the ego-conception of knowledge acquisition. Transformative Learning is one of the most exciting aspects of contemporary Lifelong Education. This process should be purposefully integrated in the evaluation of individual work where one of the significant component is student’s awareness of his/her learning style and its connection with his/her success in learning. The more a student is aware of his/her learning needs, learning style and its link with own achievements in learning the more successfully he/she will reach own purposes in the process of Transformative Learning. The main objective of contemporary education is the preparation of students for flexible adaptation to new problems and changes. Quantity, quality and the type of initial learning are key determinants of the development of competence and the ability to knowledge and experience transfer to a new situation. The key factor in assessment of learning is the increase of the amount of time spent on learning, acquisition of conceptions underlying the new material. Students should be motivated to spend more time on complex subjects and problem solving which they find interesting. In order to develop the student’s ability to penetrate into the heart of the problem the frequent feedback is very important. Students should control their learning and deliberately evaluate strategies based on the cognitive level of comprehension and learning style. Each new type of learning involves learning transfer. Students should be encouraged to think beyond the certain problem. A lecturer should avoid learning instructions which are too context-dependent. They should help students to understand themselves as learners in the context of education content acquisition, to choose, adapt, and invent instruments for
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effective problem-solving, promote knowledge transfer and flexibility in contemporary Lifelong Education.
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