The Importance of Transformative Learning Process - Coursework Example

EDUCATIONAL COMMUNICATION Module Module ID: The present study aims to analyse andevaluate the importance of transformative learning process by comprehending with the concepts associated with it on the one side, and elaborating its different aspects on the other. The analysis will be made by applying the impact of transformative learning process on the practical life of the individuals. Hence, the study is interested in examining transformative learning by concentrating upon the given case study depicting the learning procedure experienced by the Old Colony Mennonite immigrant women have been settled in Ontario. Since the traditional community belonging to the Old Colony Mennonite immigrant had established its own educational system, by developing the learning process out of their self-established conventional teaching methodology, the boys and girls of the community used to seek education under the same recognised methodology. The present study looks for making an estimation of the impact of transforming learning process on the Old Colony Mennonite immigrant women, where they had experienced learning through the governmental education system taught in local English language, instead of the language and pattern had been being applied by their community teachers in a conventional way. The study will also pay attention to psychological, convictive and behavioural aspects of learning by including the learning theories articulated by Maslow and Vygotsky to assess the effects of learning on the above-stated controlled group of women. Introduction: The term transformative learning simply stands for the process of learning through transformation of natural, physical and social phenomena and environment, and teaching methodology as well for the purpose of employing far-reaching changes in the minds and approaches of the learners previously observed by them (Clark, 1993, p.48). The procedure actually serves as the technique carried out for the expansion of the learners’ consciousness, which could be witnessed through the transformation of the individuals’ rudimentary approach about the world at large on the one side, and about specific capacities of the self on the other (Elias, 1997, pp.2-3). Consequently, this form of learning is viewed to be expedited through consciously absorbed processes including positively accessing and receiving the symbolic contents of the unconscious and critically analysing underlying premises (Elias, p.3). In simple terms, in transformative learning process, the personal experiences of the individuals are analysed by getting the learners acclimatised with some new, novel and controlled environment, and hence estimating the outcomes of advanced learning process on them, with which they have entered into interaction under some controlled learning atmosphere (Cranton, 2006, p.44). Case Study: As per the details of the under-examination case, eight women from the Old Colony Mennonites community had been selected to get them participate in English as secondary language programme (ESL) in order to estimate and improve the magnitude of their cognitive development on the one side, and to include them in the socio-cultural and educational system being adopted and imitated by the mainstream Ontario population. The research has been focused upon married female participants, migrated from Mexico to Ontario during the last two to ten years, and having at least one child (pp.2-3). As the case contents depict that the community had been barred from continuing their conventional educational system while living in Canadian state of Manitoba by the beginning of twentieth century (p.1). As a result, the community members did not have any choice other than migrating to an area, where they would not undergo any restrictions with regards to carrying out the educational system of their preference (pp.1-2). Consequently, the community moved to Mexico during 1920s, and offered their young ones an educational pattern that used to lay stress upon leading an exemplary life that could have positive influence on the members of other communities. Hence, the socio-cultural norms and religious and spiritual values were taught to be imitated in the everyday life of the individuals, so that the other groups and communities co-existing with them in the same social environment could be impressed and influenced with the help of excellent individual and collective conduct and mannerism (p.2). Somehow, the heads and elders of Old Colony Mennonites community did not pay any heed to developing their educational system in such a way through which the boys and girls could learn and understand the modern ways of leading a successful life as learned and educated members of society (p.2). In other words, the age-old educational methodology, had been adopted by the Mennonites community, turned out to be futile one with regards to coping up with the latest challenges attributed to their contemporary era society. As a result, the process of learning and cognitive development would witness a certain blockade because of their staying isolated from the outer world. Since socialisation serves as a continuous and an unending process, several factors play their role in getting the individuals socialised. Transformative learning is also one of the most effective and influential dimensions associated with socialisation, where the individuals get chances of enhancing their information, knowledge and wisdom through comparative and transformative learning methods (Cranton, 2006, p.79). It is equally the case with adolescents and adults. Distinguished twentieth century psychologist-theorist Abraham Maslow maintains that fulfilment of all basic needs, predominantly interaction with the outer world is requisite for the appropriate growth and personality development of the individuals (1943, pp.373-4). Thus, the Mennonites community certainly lacked the experience, because of their living in isolation, which is necessary for leading a successful life while having interaction with their social and natural phenomena. Jarvis has rightly argued that it is wide range of one’s experiences of social life that turn out to be beneficial one for learning more and expanding one’s view about the realities of life (1987, p.164). The elements of ignorance in the Mennonites female participants about proper methods of child-rearing were noticed by the researchers during the research process (p.6). Since these mothers did not have made any comparative analysis of child-rearing altogether, nor did they have received any transformative learning throughout their life, due to the confinement of community to interacting with its members only, their thoughts and views appeared to be narrow and superficial one regarding everything including nurturing and bringing up their young ones; which they admitted during the research process before the researchers (p.8). Development of personal views about world, according to McKenzie, broadens the canvas of thoughtfulness by putting meanings to life (1987, p.230). Daloz also maintains that confining the life to limited experiences serves as the attribute that seeks its roots in primitive tribal setups, where the process of human growth and development undergoes hindrance due to man’s remaining confined to interacting with the members of his tribe or community only (1988, p.234). Thus, absence of transforming learning kept the magnitude of their vision limited, and their capacity of understanding the world looks facing certain obstacles due to not understanding the whole scenario existing all around them (McKenzie, p.231). It could be understood by seeking support from the example that no one can make analysis of the entire situation by looking at only one part of the picture. On the contrary, the predictions made by looking into just some part of the scenario will mislead the viewer, and all his steps taken towards some direction may increase his distance from the targeted destination. On the other hand, observing and analysing the scenario within larger perspective would result into unveiling the realities and mysteries associated with individual and collective human life. It is therefore, the theorists lay stress upon adopting the worldview approach for having superior wisdom and knowledge of life (McKenzie, 1987, p.231). By expanding the philosophical impression associated with the notion worldview, it becomes evident that the term reiterates the need for exploring the realities of the world through contemplation, observation and in-depth investigation of the self, society and various objects existing all around (McKenzie, p. 231-2). In addition, the concept of self also becomes explicit by having encounters with other members of society, which determines the rights and obligations of humans towards one another, and also explains the image of self in one’s personal view as well as through the views of others about self (Mead, 1934, p.178). The same is equally the situation in the case under-analysis, where an overwhelming majority of the Mennonites people could not obtain skills and proficiencies learning of which appears to be essential for performing various chores associated with personal, domestic, occupational and even recreational life of the individuals. Such a broader understanding looks obligatory to successfully survive in the modern era globalisation life; and the individuals’ staying away from seeking information and knowledge through transformative learning process and other latest methods essential for comprehending with the self, society and latest patterns of life is tantamount to remaining far behind from the accomplishments attributed to the mainstream populations of contemporary world (2-3). The incomplete and imperfect sets of information, adopted by the individuals without making analysis of the same with the help of senses applied during observation, detract them from espousing right method. In simple terms, exploration of factual meanings and contents of life and worldly objects would be mandatory ones for revealing the normative and qualitative characteristics of the objects (McKenzie, 1987, p.232). Notwithstanding with the misconception the Mennonites people had developed that allowing the boys and girls the education, up to grade 7 and grade 6 respectively, would be sufficient for their performing the professional and domestic responsibilities (p.1); Jarvis refutes that system by maintaining that wider the nature and scope of observation, the superior the system of learning and unveiling the aspects of life. It is partly because of the reality that scale and magnitude of accuracy of the information gathered while interacting with socio-cultural phenomena is vehemently dependent of observation, examining and analysing of the phenomena (Merriam & Heuer, 1996, pp.243-4). For instance, until the Mennonites women were unaware of the appropriate child-rearing methods, because of their limited information and confined observation of the phenomenon, dealing the children in a harsh way looked quite apposite and suitable in their eyes. Donoghue, in his work under the title Room ascertains that if a child is confined to a small room during his initial years of life, he would never comprehend with the norms, values, traditions and customs prevailing in mainstream social establishment (2010, pp.13-15). Somehow, after learning the best ways of getting the children socialised during participating the present research carried out for their training, the mothers started pondering on rejecting the child-rearing methods they had learned from their mothers and other relations during their childhood and adolescence (pp.8-9). Thus, life without experiences remains drab and dull, and it is experiences and relationships with the fellow-humans that make life lively, enchanting and full of rhythm (Merriam & Heuer, p.243). Experiences occur, according to Jarvis, during socio-cultural-temporal situations, where none of these situations contain any meanings in them. On the other hand, it is humans that give meaning to the experiences that result into establishing some thought or idea regarding the situation and the details it carries (1987, p.167). Hence, man learns from the experiences of somewhat extraordinary or exceptional situations in a more effective manner in comparison with the usual or ordinary routine matters. Consequently, transformative situations could be stated to be the best ones in respect of learning something new, novel and unique out of the experiences. Jarvis further cites Dewey by stating that learning is always reliant upon the ideas capturing human minds out of their personal socio-cultural experiences with which they have encounters in life (1987, pp.164-5). Dewey has also referred to the Kolb’s cycle of experience (1984), which emphasises upon the very fact that it is human senses that first have the experience of outer world, and then analyse them to accept or reject some or all of the features attributed to that experience. Besides, Kolb has also declared the thought and observation as part of experiences, which leave impact on mind and opinion of the individuals (Jarvis, pp.165-6). Since they had not been given any skilled or technical education as per the requirements of modern day world, a considerable majority of the members of Mennonites community did not have any choice other than moving to Canada during the last two decades with the agricultural skills in search of job and employment in Ontario, Manitoba and other regions of the country (p.3). Despite the fact that the community had little opportunity of getting settled and flourish in Mexico anymore, they certainly had the information about the chances of growth in the areas outside Mexico. It mirrors their cognitive orientation they maintained about Ontario during their stay in the American state that the land their ancestors had migrated from during 1920s would have employment, education and other prospects for the community (Anderson, 1990, p.24). Nevertheless, it does not reflect the scale of their intellect altogether; rather, it could simply be their reason that had turned them alert of the adverse situation the Mennonites looked going to experience. Hence, there appears the debate of sharp difference between reason and intellect, within Kant’s perspective. Eminent Russian theorist Vygotsky argues that learning process starts in children in the wake of their interaction with their physical, natural and social environment (1978, p.130). Simply, children begin learning about the objects existing around them during early childhood years, which turn out to be helpful in the expansion and development of their cognitive capabilities and mental abilities subsequently. The mental capacities or intellect is claimed to be supportive in respect of knowing the facts and making decisions, while reason is interested in exploring the facts by pondering on them, though some of the facts are apparently even beyond the access of intellect (McKenzie, 1987, p.232). Nevertheless, reason has superiority over intellect due to the very fact that intellect depends on observation made by the senses while seeking the information about the individuals and/or objects, while knowledge is obtained through analysing the information and facts in a critical way (McKenzie, p.233). Return of the Mennonites to the land, their ancestors had migrated from, some eight decades before, had offered them wide range of jobs, and they got their young ones admitted to the state administered schools, offering modern patterns of education to the students (5-6). Hence, the Mennonite community’s adopting different jobs and seeking education in accordance with the mainstream population resulted into the elimination of their isolation and turned out to be beneficial in their ultimate acculturation with the Canadian lifestyle. It endorsed their applying reason by expanding the horizons of their thoughtfulness for the collective benefit of the community. The tribes, clans, communities and societies have cited religious teachings, myths, scientific theories, works of art and logical philosophies since the primitive era while explaining the meanings of life (Merriam & Heuer, 1996, pp.244). Here, some feelings of superiority could be found in the spiritual, scientific and philosophical works and theories, where the adherents of these schools of thought have attempted to justify their respective perspectives and notions by rejecting and nullifying the others (Merriam & Heuer, p.245). The same was also the case with the female participants from Mennonites, which initially looked arguing in support of the educational system being administered by the Mennonites. Somehow, since the ESL programme has been introduced for the Mennonites women, where they would learn English language, elementary healthcare course and the challenges related motherhood, the research seems to be wide opening new horizons of reality, knowledge and wisdom before them. In the wake of conducting of the present research, the women participants concluded that they had learnt several new and novel things about child rearing and many new dimensions related to upbringing and socialisation of children had wide opened before them. It endorses the stance taken by Merriam & Heuer in their study that experiences made during the adult life leave their strong impact on the minds of the individuals, and determine their future goals and activities subsequently (1996, p.249). The participants also learned that children should not be confined to income earners, caregivers and housekeepers only. Rather, every child, they learnt had tendencies and mental capabilities quite different from his siblings, classmates and coevals; consequently, different assignments are recommended to be assigned to every child by keeping in view his liking, disliking and inclinations in order to extract the best out of their unique abilities and talents (p.4). The women also endorsed the significance of smaller families having few children, where every child could have the opportunity of entering into communication with their parents. The stance taken by the participant mothers looks absolutely contrary to the conventions had been being followed by the Mennonites for the last few centuries. Thus, the tribesmen happily imitate the traditionally established norms, mores and values without analysing their validity, significance and impacts on their personal and domestic life (Daloz, 1988, pp.235-6). The female participants also agreed with the notion that the application of an appropriate language and polite words could be highly supportive with regards to turning the children to be courteous and well-mannered for the future years to come. Thus, applying reason opens new avenues of thoughtfulness to the humans (McKenzie, 1987, p.234). In addition, the mothers also learned that children possessing admirable mannerism and having command over the popular or global language and/or skills would behave more confidently with other members of society while entering into an interaction with them (p.5). As a result, learning an appropriate language and applying the same during conversation turns out to be helpful in becoming more successful in their practical life. To conclude, it becomes evident that the present research has left indelible impressions of thoughtfulness on the minds of the participants. The women, who did not have any idea of expressing their affection for their children, learnt about the significance of demonstrating feelings of love and affection towards the children through hugging and kissing out of natural parental love for the children (pp.6-7). Similarly, the women also came to know many things about their self, relation of self with other members of society, and their bonds with their children, and their obligations towards them as well (p.7). The women also got the point that creating sense of responsibility among them serves as a very essential element of life. Consequently, more responsibly the children behave with others, more successes they could achieve in their adult or practical life (Cranton, 2006, p.142). Moreover, despite the fact that the women claimed to be welcoming the alterations in their behaviour and approach in the wake of learning new things, which ratifies the notion that learning serves as a life-long process that is equally observed by the adolescents and adults (Cranton, 2006, p.164). Somehow, the participants also looked frightened while adopting the change indicated by the researchers during the transformative learning process (p.8). Daloz has also drawn attention towards the same phenomenon by stating that the individuals unconsciously have developed their fondness for the norms prevalent in their socio-cultural establishment, surrendering the same could be challenging for them (1988, p.236). Nevertheless, getting fearful of the outcomes of bringing changes in one’s behaviour and activities is quite a natural phenomenon, and the women also experienced the same (p.8). Since the participants had developed the habit of dealing their children with harshness, they looked frightened lest their tender and kind behaviour turned the children aggressive and rude subsequently. Moreover, the idea of narrating stories to the children was really fascinating one for the mothers, who looked determined to apply the same technique by telling the bed-time stories to their children, as it could be an excellent technique to be applied for their proper learning and socialisation process in general (p.9). Somehow, their future generations are expected to be looking the things within a broader perspective than they do, partly because of their being more experienced and learned due to their obtaining better opportunities of having higher frequency of encounters with their social and physical environment that could obtain wider range of experiences for them and make them learn far more knowledge about life than their parents and ancestors (Jarvis, 1987, p.167). 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