Transformational Learning Name: Institution: Transformational Learning Abstract Transformational learning is a learning approach that develops knowledge through changing individuals’ perception and potentials. It focuses on existing knowledge among learners to facilitate learning and is significant to promoting adults learning…
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In this paper, transformational learning is explored from these perspectives. Transformational Learning The concept of transformational learning has played a significant role in adult education. One of its major contributions is establishment of a basis for distinguishing between childhood and adult education. Unlike other learning perspectives such as SDL, transformational learning focuses on the cognitive process, which results in learning. Core to its constructs are the learner’s experience that is diverse as compared to the experience among young learners and an advanced level of maturity that adult learners have relative to their potentials at younger ages. These distinctions, as Rubenson explains, identify the learning approach as an adult learning theory and, therefore, supports previously developed theoretical concepts by Mezirow. Rubenson further explains that the basis of transformational learning is the change in people that arises from abrupt changes in their environment, their experience, and the visibility of such changes among the subjects or among people around them (Reubenson, 2011). Transformational Learning Theory Westby offers a theoretical approach to transformational learning through the Mezirow’s transformational learning theory. ...
The change aspects identify experiences such as “poverty, illiteracy, and oppression” that play a significant role in adults’ cognitive constructs for transformational learning (Westby, 2007, p. 15). Another foundation for transformational learning theory is the rational nature of human beings that drives them to reflect on their experiences and develop assumptions and opinions from the experiences. Westby offers four constructs of transformational learning. These are “constructivists’ foundation, critical reflection, a shift in the world view, and a change to meaning schemes” (Westby, 2007, p. 15). Constructivism recognizes adults’ perspectives that learning is developed from life experiences and is, therefore, an intrinsic phenomenon as opposed to a development from external sources such as books and educators. Constructivism further undermines the role of educators in transferring knowledge to learners because adult learners develop knowledge from their experiences. Reflection is another fundamental construct in transformational learning and defines knowledge development through a series of reflection into actions and reflective evaluation of actions for solutions to problems that learners may encounter. This means that transformational learning is not entirely dependent on experience, but also on the learner’s rationale, which evaluates experiences for intellectual developments. A significant change in the worldview is another definitive characteristic of transformational learning and goes beyond knowledge and skills. The change in general perception involves transformation of personal values and approaches to developing meaning from a person’s
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