Transformative Learning

Transformative Learning emerged nearly forty years ago, and its creator, Jack Mezirow, describes it as ‘a process by which we transform our taken-for-granted frames of reference (meaning schemes, habits of mind, mindsets) to make them more inclusive, discriminating, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide actions’ (Merizow, 2000, p. 8 in Merriam and Bierema, 2013). He outlined a ten-step process, in which a ‘disorienting dilemma’ set in motion a transformation, although later theorists argued that the catalyst for transformation could be a series of events (Merizow, 1978 in Merriam and Bierema, 2013). However, causality is not the most important factor; it is the resulting change, as well as the journey that enabled it. Kegan (2000 in Merriam and Bierema, 2013, p. 84) argues that informational learning builds on what we know, but transformative learning changes how we know.

It is possible that Merizow left the theory of Transformative Learning wide enough to encompass multiple manifestations, as it is possible for anyone who is open to it to have a transformative experience. Examples range from Brazillian farmers developing literacy skills to overcome poverty (Freire, 1970/2000 in Merriam and Bierema, 2013), to American university undergraduates reporting transformative experiences after viewing Buffy the Vampire Slayer (Jarvis and Burr 2011), and faculty engaging in development at a South African university (Gravett and Peterson, 2009 in Merriam and Bierema, 2013, p. 91-2). It is precisely because an individual’s identity, and their experience within their specific socio-cultural context is so unique, that the transformative process is different for each person.

However, as a result of this diverse inter-subjectivity, there has been considerable debate about the specific properties of Transformative Learning (Dirkx, 2011; Dirkx and Merizow, 2006; Kucukaydin and Cranton, 2012). Merriam and Bierema (2013) question whether it is our consciousness that changes, or our identity, but perhaps it is a combination of both. This also raises questions about the temporal nature of the transformation: Does it require a certain amount of time? Is it permanent? Additionally, is it necessary that it be positive? Newman (2012a in Merriam and Bierema, 2013, p. 96) goes further and argues that Transformative Learning should not really exist as a separate educational theory as there is no clear consensus about its parameters, that only the person experiencing the transformation is capable of evaluating it, and also that the process of recollection will always be problematic. Furthermore, it could be argued that all effective education involves some form of transformation. I will address smaller transformations, but ones that nevertheless have the potential to positively affect our lives in the longer term.

Rationale for Choosing Transformative Learning

I chose this theory because life is a continuous process of transformation, and in fact, the only constant is change. I view education as being a facilitator of transformation in myriad domains: personal, professional, intellectual, spiritual and social. Additionally, I believe my role as an educator encompasses more than ELT (English Language Teaching) and teacher training, and want to help my learners improve other aspects of their lives. Furthermore, I have been afforded many educational opportunities, and these have made my life immeasurably better. My educational roles, both in terms of teaching and learning, and in particular my volunteer roles with refugee and immigrant organizations, have made me aware of structural inequalities, and I see it necessary to decrease these, if only in my small way. In fact, my decision to come back to Canada last year was part of a significant transformative experience in my life. My stressful UK university job suddenly seemed less meaningful, and this feeling was exacerbated by several events, namely Brexit, the American election, and a questioning of my identity and purpose in life after almost ten years abroad. This situation is demonstrative of how a catalyst, or a series of events, can set in motion a transformation. Since I moved back to Canada, I have been involved in community engagement, in particular family literacy outreach at the food bank, which has made me question my priorities, and also made my life much more meaningful. The PIDP and this report has allowed me to examine how I can try to incorporate Transformative Learning into my life, and it has created a shift in me; I am no longer primarily doing the program to acquire additional qualifications, but because I am curious to see where this deeper investigation into myself, and my role as a teacher, can take me. Finally, Transformative Learning is particularly relevant in my context as an instructor in higher education as active questioning and thinking are required skills for my learners.

Role of the Learner and Teacher

The role of the learner is determined by where they are at in their lives, and how prepared and open they are to a transformative experience. It is also heavily dependent on context, and I will address how they have responded to and might respond to opportunities for Transformative Learning in the activities outlined below.

The role of the teacher is also determined by the context and the learner, but in general teachers should meet the learners where they are at, assess their needs, and support them in their transformation, although it is not possible to know what that will be, as it unfolds differently for each learner. Learning, and Transformative Learning in particular, is rarely linear or straightforward, and the teacher will not necessarily witness the transformation, but nevertheless they must have faith in the value of the process for the learner. The teacher should provide opportunities for transformation, raise awareness, guide the learners where appropriate, ask questions to problematize assumptions, facilitate a dialogue, and encourage a deeper level of engagement with the transformation, but the application of these strategies will be based on the learner’s maturity, motivation and readiness. These actions reflect the holistic methods advocated for in Four Worlds (Goodman, 2005) and Indigenous Approaches to education (Michel, 1993). The ultimate objective of the teacher is therefore to create an environment that enables development and growth, so that one day learners are able to critically reflect on their learning and transformation independently, and ideally guide their own future transformations

In terms of activities, Dirkx and Smith (2009, in Merriam and Bierema, p. 92) suggest that ‘(1) the use of messy, ill-structured practice-based problems as the central pedagogical focus; (2) interactive and collaborative learning; (3) use of consensus group writing teams; (4) individual and team debriefings; (5) reflective activities; and (6) journal writing, and although these are recommended for online learning, they are well-suited to classroom settings, and are beneficial for all types of learning situations. Transformative Learning presents itself differently depending on the learners and learning activities, and therefore the specific roles of the teacher, will be outlined below.

Classroom Examples

Cranton (In press in Merriam and Bierema, 2013) identifies three broad categories of Transformative Learning: the Cognitive Perspective, Beyond Rational and Social Change. I have selected and created learning activities that reflect these criteria, and will evaluate their prior and potential use in my classrooms and learning. Additionally, an essential aspect of Transformative Learning is reflection, and Merizow describes content (what), process (how) and premise (why) reflection, and asserts that premise reflection is the only form ‘that leads to a perspective transformation’ (1991 in Merriam and Bierema, 2013, p. 85). I strongly value reflection in learning, and have therefore tried to incorporate all three into the activities.

Cognitive Perspective

The Cognitive Perspective was the first incarnation of Transformative Learning, and embodies Merizow’s original conceptualization, and can involve the adoption of a new ideas or a new perspective, or a synthesis of those previously held. Learning a language is a transformative and humbling process at its essence: almost every word that a learner once knew is essentially useless, and this at once transforms a learner into someone who requires support for even the most basic tasks. Communication now occurs in a new language, and often in that process learners adopt an idiolect, which means they assume another identity when they speak the new language. This is evident in my learners who adopt English names, and I have experienced this when I speak Spanish; Spanish Laura is more outgoing, and definitely less fearful, and although the holiday context in which I use the language probably affects this, this persona is still present when I am a learner in language courses, although this transformation is not permanent.

My learners are often away from their countries, parents and compulsory education teachers for the first time, and require considerable support in this transition, which for many is in itself is a transformative experience. One of the main areas I focus on is developing personal and educational responsibility, and I do this with the use of structured goal-setting using SMART (Specific, Measurable, Achievable, Realistic and Time-bound) criteria. By doing this, I am trying to make them accountable, but also to give them some agency over what they want to develop, which increases motivation. I really want to foster intrinsic motivation, although realize this is challenging in a formal educational context, and when many learners are studying as a result of parental expectations and pressure. To support the goal-setting, I have tutorials to check in with them, and encourage them to support one another. Additional transferable skills that emerge from this are time management, organization, flexibility and higher order thinking skills, as I require them to analyse and evaluate their progress, which strengthens their ability to critically reflect. This method involves content, process and premise reflection, but for some this is the first time they have attempted to manage parts of their own education, and it is too steep a learning curve. I try to encourage a ‘fail forward’ and ‘growth mindset’, and I often have had the privilege of seeing them later, and can see their transformation into more responsible and academically focussed individuals. Merizow and Dirkx (2006) also observe that transformation often occurs outside of an individual’s consciousness, and I try to raise awareness about their progress, and this has been particularly true in my learners this term who arrived speaking very little English, and can now communicate quite comfortably with one another. This explicit attention to their development, as well as making the learning they do in class visible really encourages them, and despite this being extrinsic motivation, it still builds their confidence and makes them proud of their effort.

Beyond Rational

Dirkx (2012a in Merriam and Bierema 2013, p. 86) asserts that Transformative Learning involves ‘soul work’. He also argues that a focus on the self is essential in education, and that this is positive rather than negative. Ultimately, a teacher’s identity and their profession cannot and should not be mutually exclusive, in particular as a teacher’s identity is created and experienced through a filter, which is determined by both their personality and previous educational experiences. Dirkx advocates for integrating the self and the self’s experience in the world, as this can lead to deeper and more meaningful transformations (Dirkx and Merizow 2006). This is particularly evident in teacher training and teacher development programmes where teachers experience significant transformations. I experienced this as a novice teacher when I did my initial TESL qualification, and went from never teaching before to teaching classes within a month. It involved the development of teaching skills and required considerable planning and practice, but the largest transformation occurred on the inside as I now assumed the identity of ‘teacher’. I have witnessed this as a teacher trainer with my trainees, and it a truly inspiring transformation to witness. I recently had an article on mindfulness published in which trainees use a guided meditation to ‘unpack’ the potential symbolism of a school, classroom and a variety of objects that they have visualized (Hadwin, 2017). I use this to reduce stress and anxiety, but also to address their beliefs, as well as their apprehensions and assumptions before they begin teaching. This allows them to examine how their transformation from learner to teacher is unfolding, and when we do this as a group, it helps them recognize that many of their fears are shared. Reflective writing on their lessons and journals also support this transformation.

I recently completed the TTW, a program for staff and faculty at Camosun College, which was designed to increase awareness of indigenous ways of teaching and learning, and this inspired me to indigenize my curriculum. The focus on Transformative Learning involved participants sharing their stories in a circle, as well as in the online forum, and the transformations that were shared involved life-changing events, many of which occurred as a result of being teachers and learners at Camosun. Additionally, doing the ISW (Instructional Skills Workshop) created a transformation in me as our mini-lessons were filmed, and I was suddenly made aware of my fidgeting and hair twisting, although this may have been partly caused because I was being filmed; however, it brought an awareness to aspects I had not known existed, and the feedback from other participants allowed me to learn more about myself, including positive areas, but also areas for development in my teaching, and many are still works in progress. This may not constitute a large transformation, but these experiences have encouraged me to be more comfortable taking professional risks, and these small shifts have created growth in my teaching practice. These initial training and professional development programs facilitate a ‘relational epistemology’, which is beneficial for teachers, regardless of the stage they are at in their careers (Lysaker and Furuness, 2014, p. 184), and involve Merizow’s three levels of reflection. If there is a non-judgemental atmosphere, then this dialogic experience can truly lead to deep premise reflection, which in turn can strengthen the opportunity for a more meaningful transformative experience.

Social Change

I strongly feel that my learners should be made aware of global issues, but that it is key to empower them to think about how they can contribute to and create transformation, both in themselves, but also in society, and in fact, that they have a responsibility to create a more just and equitable world. Transformative Learning should therefore be viewed as ‘emancipatory’ versus purely ‘instrumental’ (Merriam and Bierema 2013, p. 97), and my learners respond well to opportunities to create social change. When I lived in Korea and taught at a secondary school, I told my learners about British Columbia’ s beautiful forests, and they were very alarmed to learn about the clearcutting of old-growth forests and wanted to help. We decided that they would write letters to the BC government, and the Ancient Forest Alliance, a non-profit organization, worked with us. I have also used materials from Oxfam with business students researching Pepsi’s industrial sugar cane plantations in the Amazon, and then learners created magazine ads to advocate for CSR (Corporate Social Responsibility), which created a nuanced position, where profit could exist alongside environmental protection. Learners have also created radio PSAs (Public Service Announcements) for organizations of their choice, and examples have included body image, animal welfare and health promotion. I will definitely use these activities again as they are engaging, relevant, learner-centred and have real-world applications.

As I teach at a community college where applied research and job skills are a focus, I want to implement a term-long PBL (Portfolio-Based Learning) project. Darling (2003) argues that PBL can be transformative for students as the emphasis is on the process rather than the product. For their portfolios, learners would first do a personality test to learn more about their personality and interests, and then use the resources on Work BC’s (2017) website which include skills assessment, career exploration and a ‘career toolkit’ to determine which career would be most suitable for them. They then determine what educational program and institution would be most useful, and the specific modules they would take. At the end of the term, they showcase their work at a career fair using posters, where they are assessed on their research, writing and speaking. Additionally, self-evaluation featuring reflection on the developmental process over the term will be part of the portfolio. I have done career and education presentations before, but I did not incorporate as many stages and I think this would enrich their portfolios. Several have told me that doing the career/education research completely changed their lives, and that this occurred for several reasons. Some have said that they realize that their conceptions of the career were completely different from the educational/professional reality, and others have told me that their skills or personalities are not compatible with the occupation. I tell them about how I repeated Math 11, which I did at Camosun in 1999, and finally passed, and that my strengths in English and weaknesses in math are part of how I became an English teacher. I also share that I am continually professionally growing and taking new courses, such and that these experiences change who I am as a teacher. Finally, I sometimes share my anecdote about how I took windsurfing lessons thinking it would be a relatively relaxing, yet incredibly glamorous activity, only to find out that it requires considerable coordination and involves a lot of falling and crashing into things, but that through that experience I discovered a love of stand-up paddle-boarding! They find this humorous as it shows that I too have had to learn and grow from perceived failure. I think it is important to highlight that we are all learning as we go along, and that our assumptions are often proven wrong, but they often offer opportunities for transformation if we can recognize them as that.

References

Merriam, S. and Bierema, L. (2013). Adult Learning: Linking Theory and Practice. San Francisco: Jossey-Bass.

Michel, C. (1993). Reclaiming Warrior Spirit: Foundations for a Holistic First Nations Education Program. (Unpublished MA dissertation). Victoria: University of Victoria.

Goodman, A. (2005). A Four Worlds Approach to Transformative Learning. Toronto: University of Toronto Transformative Learning Centre.

Darling, A. (2003). Scholarship of Teaching and Learning in Communication: New Connections, New Directions, New Possibilities, Communication Education, 52, p. 47-9.

Dirkx, J. and Merizow, J. (2006). Musings and Reflections on the Meaning, Context and Process of Transformative Learning: A Dialogue between John M. Dirkx and Jack Merizow, Journal of Transformative Education (4)2, p. 123-39.

Dirkx, J. (2011). An Expanding and Enduring Legacy, Journal of Transformative Education, 9(3), p. 139-42.

Dirkx, J. (2012a). Nurturing Soul Work: A Jungian Approach to Transformative Learning. . In J. Merizow & Associates. Learning as Transformation: Critical Perspectives on a Theory in Progress, p. 116-30. San Fransisco: Jossey-Bass.

Freire, P. (1970/2000). Pedagogy of the Oppressed. New York: Continuum.

Gravett, S. and Peterson, N. (2009). Promoting Dialogic Teaching Among Higher Education Faculty in South Africa. In J. Merizow & Associates. Learning as Transformation: Critical Perspectives on a Theory in Progress, p. 100-10. San Fransisco: Jossey-Bass.

Hadwin, L. (2017). A Guided Visualization Activity for Teacher Trainees, Teacher Trainer Journal, 31(3), p. 9.

Jarvis, C. and Burr, V. (2011). The Transformative Potential of Popular Television: The Case of Buffy the Vampire Slayer, Journal of Transformative Education, 9(3), 165-82.

Kegan, R. (2000). What ‘Form’ Transforms? A Constructive-Developmental Perspective on Transformational Learning. In J. Merizow & Associates. Learning as Transformation: Critical Perspectives on a Theory in Progress, p. 35-70. San Fransisco: Jossey-Bass.

Kucukaydin, I. and Cranton, P. (2012). Critically Questioning the Discourse of Transformative Learning Theory, Adult Education Quarterly, 63(1), p. 43-56.

Lysaker, J. and Furuness, S. (2014) Space for Transformation: Relational, Dialogic Pedagogy, Journal of Transformative Education, 9(3), p. 183-97.

Merizow, J. (1978). Education for the Perspective Transformation: Women’s Re-entry Programs in Community Colleges. New York: Teachers College, Columbia University.

Merizow, J. (2000). Learning to Think Like an Adult: Core Concepts of Transformation Theory. In J. Merizow & Associates. Learning as Transformation: Critical Perspectives on a Theory in Progress, p. 3-33. San Fransisco: Jossey-Bass.

Newman, M. (2012a). Calling Transformative Learning into Question: Some Mutinous Thoughts, Adult Education Quarterly, 62(4), p. 36-55.

Work BC (2017). Explore Careers. Retrieved from https://www.workbc.ca/Jobs-Careers/Explore-Careers.aspx