#transformational education

As I work towards the completion of my master's thesis on transformational learning environments in the post-secondary classroom I am reminded of the road I have travelled that has lead me to this place. I am reminded of the extraordinary colleagues and students who have inspired me and accompanied me while I gather knowledge and undergo my own transformational learning experiences.

Transformational learning is a process, a learning journey, and a story that is always unfolding. Transformational learning is an ever evolving relationship between self-understanding, meaning, values, and validation. 

When I look back on my own transformational learning journey I can see where I took risks and chances, where I have grown, and I can begin to understand which direction I want to journey in next. This article fills me with gratitude for the great mentors and teachers I have had the opportunity to work with. It is a reminder of where I have been and of how I am called to do this work. This work brings me great joy and gives me purpose and with that I am given the push I need to complete this leg of my journey. 

The overall focus of this paper is the importance of being able to understand the meaning of our own experiences as they are validated by us, not as they are validated by other people – to be autonomous thinkers. According to Mezirow (1997) this is the definition of adult education. Within adult education there must be elements of transformational learning in order for adults to develop their ability to think for themselves and trust themselves. This builds confidence and self-trust and can be an empowering experience.

“Transformational learning is the process of effecting change in a frame of reference” (Mezirow, 1991, 1995, 1996; Cranton, 1994, 1996, as cited in Mezirow, 1997, p. 5). This process refers to creating change in pre-set associations, concepts, values, feelings, and conditioned responses that are already attached to the way adult learners think and perceive the world around them.

It is important in today’s working society that adults know how to make their own interpretations. It is equally important that adults engage each other in conversations about competing interpretations as this process helps adults to learn more and gain confidence about expressing their own ideas. This is how as a society we build collective beliefs and ideas. It is also important to note that the more information that is gathered on a topic the greater the likelihood of change regarding the interpretation of that topic. With additional information adult learners have the ability to critically reflect on what they know about the topic. In some cases the new information can cause a transformation within a learner’s point of view and possibly impact their frame of reference.

This works through the Four Processes of Learning:

Elaborate on existing point of view

Establish new points of view

Transform old point of view

Become aware, and critically reflect on our biases.

This process happens best when we are learning outside of our comfort zones. We become more exposed to transformational learning when we step outside of what we already know to be true.

As we grow older our minds become more aware and more critical, better able to recognize frames of reference, and imagine alternatives. We also become more responsible and more effective at working with others. This is important for learning in adulthood because learning is a social process and the better able we are to talk about our ideas the better able we are for learning new things.      

The workforce of the 21st century requires employees that are able to adapt, change, be critical and flexible, as well as be able to make decisions. It is imperative that the workforce today be able to think for themselves. They must be critically reflective and able to talk with others about their ideas and beliefs. We need people who will not just trust what authority figures believe to be right and true. We need people who will challenge the status quo, who are able to critically examine situations, and who are able to effectively communicate and discuss their ideas without the fear of not being validated by peers and employers.

I never thought about how transformational learning has the ability to prepare adult learners for work in the 21st century. Showing people how to open up their minds as well as their own assumptions and then think critically about why they believe what they believe is a powerful concept.

How are my assumptions true?

How are my assumptions not true?

Asking ourselves these questions opens us up for a transformational experience. This is especially true in situations when an already well-developed idea or belief is being examined. Sometimes even just reframing the way we believe can have an impact on our overall understanding.

It is the responsibility of adult educators to create a learning environment where learners can grow into autonomous thinkers, develop critical reflection skills, and practice discourse. The best way to create this environment is to include the following:

Learning Contracts

Group Projects

Role Play

Case Studies

Stimulations

Actively Engage Learners

Critical Incidents

Metaphor Analysis

Concept Mapping

Consciousness Raising

Life Histories

Repertory Grids

Participation in Social Action

The role of the educator is to challenge learners to think about how or why they think the way they do. Through this process the educator becomes a facilitator and each learner takes turns leading the class through discourse. It is important that there be little to no hierarchy in terms of authority in this learning environment.

This article has helped me to realize the importance of transformational learning within workforce education today. I never thought about transformational learning as having an impact on how employees view their jobs, their voice, their beliefs, and their ideas.

I also learned about the process in which transformational learning takes place. It is helpful to know that autonomous thinking, critical reflection, and discourse are the key components in transformational experiences. It is also helpful to have a list of class exercises that can be used to facilitate these components and give learners an opportunity to engage with each other. 

Definitions:

Frame of Reference:

Structures of assumptions through which we understand our experiences

Selectively shape and delimit expectations, perceptions, cognition, and feeling

Composed of two dimensions: Habit of Mind & A Point of View

Result of cultural assimilation or ideals of primary caregivers

Habits of Mind:

Broad, abstract, orienting, habitual ways of thinking, feeling, and acting influenced by assumptions that constitute a set of codes

Codes may be cultural, social, educational, economic, political, or psychological

Durable and hard to change

Example: Ethnocentrism

Point of View:

The constellation of belief, value judgement, attitude, and feeling that shapes a particular interpretation

Changeable

Example: Feelings, beliefs, judgements, and attitudes we have regarding specific individuals or groups

Instrumental:

Learning to manipulate or control the environment or other people to enhance efficacy in improving performance.

May involved empirical testing.

Impressionistic:

Learning to enhance one’s impression on others, to present one-self.

Normative:

Learning oriented to common values and a normative sense of entitlement (members of the group are entitled to expect certain behaviour).

Communicative:

Learning to understand the meaning of what is being communicated.

Involves at least two persons striving to reach an understanding of the meaning of an interpretation or the justification for a belief.

Involves researching a consensus (ideally) 

Understanding: Purpose, values, beliefs, and feelings – less amenable to empirical tests

Critical reflection

Question to consider:

In what situation(s) does transformational learning not work?

References:

Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco: Jossey-Bass.

Cranton, P. (1996). Professional development as transformative learning: New perspectives for teachers of adults. San Francisco: Jossey-Bass.

Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.

Mezirow, J. (1995). Transformative theory of adult learning. In M. Welton (ed.), In Defense of the Lifeworld. Albany: State University of New York Press.

Mezirow, J. (1996) Contemporary paradigms of learning. Adult Education Quarterly, 46(3), 158–172.

Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, no. 74 (pp. 5-12). San Francisco: Jossey-Bass. http://www.ecolas.eu/content/images/Mezirow%20Transformative%20Learning.pdf

Deeper meaning resides in the fairy tales told to me in my childhood than in any truth that is taught in life.

~ Friedrich Schiller (1759-1805)

This paper has helped me to further understand that stories of turning points show us that education can make a difference in the lives of students. More specifically this paper has indicated ways in which educators and administrators can set the stage for positive transformational moments.

I am perplexed that there is little empirical evidence to prove that simply providing students with the appropriate atmosphere (organizationally and socially), can create opportunities for turning points that will ultimately benefit the student, the institute, and society.  Likewise, I find it astonishing that there has been more research done on the transformation or turning points of criminal offenders regarding recidivism then there has been on education for students. As a society we know more about the impact turning points can have on the social, economic, and educational upheavals of offenders then we do on students (Yair, 2009, p. 354). I think this is a problem, or rather an opportunity.

Yair (2009) states that “[k]ey educational experiences are… retrospectively define[d] as the most meaningful educational experiences [that respondents have] had in their lives” (p. 352). This is characterized by two things: (1) the ability to “… realize previously unacknowledged potential and skills” and (2) the curiosity, “…cognitive stimulation and emotional excitement, coupled with a process of self-discovery” (Yair, 2003, as cited in, Yair, 2009, p. 352).  

An interesting phenomenon that I had never considered before reading this article is the idea that one must look backward into their past experiences, events, and outcomes in order to detect where their transformational moments have occurred (p. 353). This means that transformational occurrences do not take on full meaning for an individual until they begin to notice the effect of the experience. It is only in hindsight that these moments can be fully understood. How many people take the time to reflect on their experiences enough to determine if they have undergone a transformation?  

In order for a transformational moment to occur three movements must take place (Abbott, 2001, as cited in, Yair, 2009, p. 353):

Prior steady state

A critical event

The ensuing of a new trajectory

I had never considered the beginning, middle, and end of a transformational event. It makes sense now that I have read about it, but before, without the breakdown the entire process seemed to blur together. It is good to have this clarification.   

In all of my research and experience with transformational learning I never once considered that a transformational moment could be negative. I have always understood transformation to ultimately lead to a positive experience. This article only focuses on positive turning points, however explains that negative turning points are probably more common among student experiences (Yair, 2009, p. 354). As disheartening as this may be it is true and therefore needs to be considered.

This article highlights that the way a student feels they are perceived within the learning environment matters. When students feel that they are entrusted with responsibility by the teacher/facilitator (for their own learning and the learning of others) a safe learning community is created where students feel like they belong. It is important for students to understand that they have an important role within the classroom.

It is also important that students feel that they are being challenged and that the teacher/facilitator has high expectations for student growth and progress. Students need to know that teachers care about student success.

Teachers and facilitators must also enter the classroom with extraordinary levels of enthusiasm and seriousness towards learning and course content. The professor I work with has the gift of enthusiasm and he brings enthusiasm into the classroom. Students are instantly engaged on traditionally boring topics such as notetaking, energy management, and research skills, all because their professor is completely excited about it, and excitement is contagious.    

In terms of explaining transformational experiences the element of surprise is generally a large part of the process. In other words, most transformational experiences were not expected and instead ended up as surprise outcomes. When I think about some of my own experiences each one has the element of surprise within it. Many times I have left an experience or event thinking “wow, I cannot believe that just happened to me.”

Student and teacher mobility is credited within the article as creating the greatest chance for student transformation or turning points. The idea is that the more teachers a student has the greater the opportunity for starting a fresh teacher/student relationship. If a student did not like a previous teacher or a previous teacher did not like a student, getting a new teacher becomes a new chance for engaged learning which leads to possible turning points or transformational experiences.

It makes sense then that transformational experiences are most likely to take place during “second chance frameworks” (Yair, 2009, pg. 364). In other words transformational experiences or turning points are more likely to take place for students within summer school programs, fresh start programs, programs for students with disabilities, specialty programs, et al.

Other points of interest for me include the notion that educators and administrators have the power to set the stage for incredible transformational learning experiences within their classrooms. Choosing to create positive learning opportunities for students has a huge impact on the student, the teacher, the school, and the society – in short, this creates a win-win situation for everyone. Why are educators not creating a structure within the classroom that makes transformational experiences and turning points a possibility for all students?  Education needs to be an experience that propels people into their very own happy endings, not towards a life of trauma and failure. Sadly, without reform positive transformational experiences and turning points for students will continue to be mostly negative. As Yair (2009) points out “key educational experiences are rare, turning points are rarer yet” (p. 366) and without change and additional research this pattern will continue, therefore something has to be done.

The final observation and maybe the most surprising of everything I read within the article comes when Yair (2009) mentions that research respondents generally used the same three-part narrative structure that characterizes fairy tales such asCinderellaandThe Ugly Duckling when describing their own stories of transformation. The belief is that people find it easiest to structure their stories within a specific timeline, from “pits of despair” to “princesses and swans” ending with bibbity-bobbity-boo and “the magical moment of transformation” (p. 361).  This research indicates that throughout history fairy tales have provided us with the earliest forms of documented transformational learning. This is evidence that transformational experiences are not only the stuff of fairy tales but are in fact quite real and still very relevant today.        

Question to consider:

How are turning points and transformational moments the same and how are they different?

Additional References:

Abbott, A. (2001).Time matters. Chicago, IL: University of Chicago Press.

Yair, G. (2003). Decisive moments and key experiences: Expanding paradigmatic boundaries in the study of school effects, in: C.A. Torres & A. Antikainen (Eds.).The International Handbook on the sociology of education: an international assessment of new research and theory. Lanham, MD, Rowman & Littlefield, 124-142.

Yair, G. (2009). Cinderellas and ugly ducklings: Positive turning points in students’ educational careers-exploratory evidence and a future agenda. British Educational Research Journal, 35(3), pp. 351-370.

What is it about the learning spaces presented in this video that fill educators with amazement and possibility? I suggest these images bring us closer to feeling fully alive and connected to our learning and teaching. Oh yes, and the music helps too.

  It is important to also consider that creative physical environments are only one part of powerful learning spaces. To create transformational learning spaces educators, students, and designers must consider the whole learner, physically, mentally, emotionally, and spiritually. However, open, bright, and inspirational physical environments are a great place to start, if you have the resources. Of course if you do not have a ready-made space you can always create one.

  When considering spaces which are conducive to transformational learning Lorne Ellingson suggests we need to ask ourselves ‘What types of environments bring us fully alive’?

  In his research Ellingson makes the connection between interactional learning environments and transformational learning spaces through the work of Christopher Alexander. He writes:

The architect Christopher Alexander has some important things to say about interactional environments that have a highly positive effect on us. His work begins with the observation that some architectural spaces have a timeless quality about them. They continue to attract people generation after generation.  His search is for the quality in these spaces that is responsible for this attraction.  He concludes that it cannot be truly appreciated intellectually or put into words - but it can be known through ‘the experience of it’. ‘It is experiential and beyond words.’

This quality is not something that acts directly but rather that does so through influencing the patterns of events that keep happening in that space. The key point he makes is that ‘The specific patterns out of which a building or a town is made may be alive or dead. To the extent that they are alive, they let our inner forces loose, and set us free; but when they are dead, they keep us locked in inner conflict’.

What he is pointing to in all this is that the environments that we choose to surround ourselves with can have the effect of bringing us fully alive - or not.  Shirley this ‘becoming fully alive’ is a metaphor for transformational learning experiences.  

When you step into your learning spaces how do you feel? Does your teaching space bring you alive as an educator? Does your space ignite passion and curiosity? When in your life have you been in a place that brought you fully alive? How can you create a learning space that brings you and the students you teach fully alive?