Transformative Learning: Is It an Adult Learning Theory for Society's Future - Essay Example

Transformative Learning: Is It an Adult Learning Theory for Societys Future Transformative Learning: Is It an Adult Learning Theory for Societys Future Introduction The development of transformative learning in adult education has been attributed to the works of Jack Mezirow who characterized and described its tenets and applications learning. In transformative learning, adult students and taught in a manner that enable them to change the way in which they relate their different experiences and how they ultimately interact with the world. Any individual that undergoes a change that affects their perspective towards various aspects of life is considered to have successfully undergone through transformative learning (Kitchenham, 2008). Jack Mezirow developed transformation-learning theory based on his understanding and results from a study of adult women students in the Canada. In the same approach, Mezirow applied transformation learning to post-secondary American women, this paper will develop a position on adult education in Canada based on various transformational theories (Lange, 2008). Transformative learning theories Jack Mezirow argued that transformative learning is essential for the emancipation of adult elites in the society based on their education needs and inspiration. According to this learning theory, adult education must be approached from a psychological angle in order to effectively empower the learners and increase their independent understanding. Adults are individuals with strong points of view, experiences and knowledge gained over the years which forms the basis of their arguments and attitudes (TEAL, 2011). Transformative learning process seeks to overhaul this and introduce a new angle based on the current education trend and demands of the workplace. Mezirow developed a ten-phase step that is essential in the process of transforming the learning process of adult’s students and ensuring maximum benefits at all times. First, the learners are expected to experience a disorienting dilemma due to the preformed position, experience and attitude towards various topics (Kitchenham, 2008). A change in this position due to that catalytic trigger created by transformative learning discourse will lead to the development of a disorienting dilemma. This dilemma will contribute to the second process, which involves the desire to undergo a self-examination and evaluation based on the new information acquired. New roles will be introduced and personal assessment that is the third phase is essential as a way of understanding the new roles and viewpoints. After this stage, students will need to acquire information and share experiences with others as a way of dispelling the discontent and disagreements with the new viewpoints encountered (Lange, 2008). Such an interactive environment allows students to explore options for new ways of acting and building competencies and self-confidence, two critical aspects of success in any learning process. After understanding the new discourse and way of learning and interacting with the immediate work environment, transformative learning presents students with an opportunity to plan the next course of action. Such actions can only be achieved if new knowledge and skills are acquired through engagement in an active learning process, which involves interacting and relating with different instructors. Finally, an adult education student must integrate the new information and perspective to the environment and the workplace (Kitchenham, 2008). Benefits of transformation learning theory Transforming learning theory has significant implication in extension education in Canada just like experienced in other countries that adopts the postulates of Mezirow. First, transformative learning leads to the introduction of an interdisciplinary approach to problem solving which is more beneficial as compared to single discipline application. This theory also demonstrates the strength and power of group transformation in developing the skills and abilities of students in any educational setup. Strong identifies and positions of influence can be built through undergoing transformative learning processes (Lange, 2008). Adult learning theory The growth of an effective educator hinges on individual understanding of adult learning process and the challenges that may affect their effective concentration and delivery in class. Andragogy is a theory that was developed to describe the adult learning process and the challenges inherent in such a setup. In andragogy, a number of theories are established that discusses the process of adult learning, the challenges that affect their concentration and ways of improving the overall learning process (Kitchenham, 2008). In andragogy, the process of learning is approached from a problem based and collaborative angle as opposed to the didactic approach that is used in mainstream education programs. In adult learning, equality between the teacher and the learner exist and this affects the effectiveness of a didactic learning approach (Nesbit, Brigham & Taber, 2013). Though andragogy was established in Europe and later established in the Canada by adult education theorist Malcolm Knowles who described it as an art or science of helping the adults to learn effectively, it has been introduced in adult education programs in Canada (TEAL, 2011). Under this theory, Knowles identified the six main principles that define transformative learning process of the adults in any education setup. The principles of adult learning theory or andragogy as described by Knowles can effectively be used in addressing issues arising from handling adult education setting. First, Knowles indicated that adults are internally motivated and self-directed as compared to other educational setting involving younger learners (Lange, 2008). As a result, it is common to experience resistance among learners whenever a feeling of imposition is witnessed. Creating an environment that is less engaging and involving creates a situation where learners feel disrespected and disregarded despite being aged. A transformative learning director should be engaged in the process of directing the learning program by giving more responsibilities to the learners and allowing them the freedom to accomplish the tasks. Most adult learners in Canada are engaged in other activities such as work, which makes it necessary to be considerate as an instructor in a transformative learning process (TEAL, 2011). Developing the right rapport with the learners will create a better learning environment and enhance corporation between the learners and the instructor. In such a situation, the instructor will openly show interest in the challenges facing the students and mitigate them collectively without creating a rift. This forms the basis of transformative learning process and enhances the interaction between the learners and the instructor in an enabling environment based on the first principle developed by Malcolm under adult learning theory (Patternson, 2002). In adult transformative learning process, life and work experiences and general knowledge are brought to the learning environment according to the second principle of andragogy. In transformative learning process, adults prefer an environment that allows them to use their life experiences effectively and general knowledge in understanding the class concepts. This makes it essential for an instructor in a transformative learning environment to understand the needs of the learners based on their general life experiences. Adults are also goal oriented according to the third principle of andragogy developed by Malcolm and currently applied in adult education discourse in Canada (Lange, 2008). The decision to resume learning by adults is made on a strong foundation and willingness to improve knowledge, which forms the basis of their orientation and determination. An instructor should ensure that such a goal and strong drive is facilitated through an engaging, respectful and considerate environment. Malcolm also indicates that adults are driven by relevancy and applicability of the knowledge acquired during the learning process. As an instructor, it is essential to remain within the context and deliver the right information to the learners without digressing as this affects the concentration and attitude of the learners (Nesbit, Brigham & Taber, 2013). Assessments are critical in the entire learning process and should be embraced to improve adults understanding of various concepts in a class setting. Adults easily understand topics when they are presented to them directly through actual practice as opposed to mere theoretical basis, which creates a loss of its transformative nature. As compared to other students, adults are relatively practical and interrogate the information they acquire from class effectively by interacting with their teachers and instructors. As a result, theoretical principles provided in class must be supported by actual practical example in order for adult learners to relate to it (Patternson, 2002). Finally, adult learners prefer an environment full of respect, consideration of their age and experience and respect for their contribution. To make the most out of a learning process, students must be engaged in a respectful way without causing unnecessary commotions as witnessed in other mainstream academic setup (Lange, 2008). Historical perspective to transformational education in Canada The desire for knowledge and modern technological ways for tackling life and employment challenges have led to the emergence of the adult education in the Canada. Adult education is the engagement of adults in normal learning process with the aim of gaining skills and knowledge essential for the current dynamic society (Merriam & Brockett, 2007). In the Canada, adult education takes place through different approaches including the extension and continuing education programs. In other parts of the country, communal and college based adult education centers and facilities have been created for the purpose of enhancing learning among the grownups (Franz, 2007). Apprenticeship is considered as the earliest form of adult education that was dominant during the 18th century. In most instances, the adult education program was designed in study groups referred to as the Lyceums. Such groups allowed members to engage in discussions and attend lectures and lessons within the centers (Nelly, 2009). Through this club, members could engage in study groups and discover various intellectual discourses such as morals and philosophical nature. These pioneer libraries provided a basis upon which future public and adult educational libraries were developed. Lyceums are some of the institutions that emerged, as a result, of the early establishments like the Junto. The Lyceum movements were a national network organized by adult students as study groups. By 1835, the Canada had registered over 3,000 Lyceum with varying number of students as members. These groups provided an environment for the improvement of the learning process and developed mutual teaching basis (Patternson, 2002). The movements also engaged the public to support their quest for public funding from the federal government. The Lyceum movement led to the formation of the Chautauqua institutions in different parts of Ontario. This program was implemented in different parts of the Canada and benefits a large population of adult education students (Franz, 2007). In the 20th century, the Canada government adopted policies that strengthened the education programs in the country. Through this act, federal funds were availed for adult education programs such as farming and home economics. Through government funding for these programs, most out of work teachers during the great depression were provided with an opportunity to train the adults. The strengthening of adult education programs in the country has however been attributed to the input of presidents Lyndon and Kennedy. During their leadership, different laws and acts were legislated which led to the development and spread of adult education programs in the country (Baumgartner, 2001). The Lyceum movement was formed in the mid-19th century to promote and develop educational programs in the northern parts of the country. Due to the period of their formation, the Lyceum movement focused on improving the agricultural and home economic skills of the illiterate adult education. It was formed following the end of the civil war and has been attributed to the social, moral and intellectual development of the American society. To increase adult student participation in education programs, the Lyceum movement organized dramatic performance, lectures and debates as a way of sharing intellectual knowledge and skills. The lecturers who participated in these programs travelled within the Lyceum circuit to different parts of the country (Franz, 2007). Through the education programs developed by the school situated in Tennessee, adults were exposed to labor related education. However, the racial discrimination was dominant in the south during this period forced the school to engage in educational activism for the adult black population. The school thus contributed to the learning and tutoring of a number of pioneer black activists including Rosa Park. While other institutions like the Chautauqua benefited from the policies of Lyndon and Kennedy, the Highlander Folk School did not. It was closed by 1961 on false allegation that it operated on a profit basis against the law (Baumgartner, 2001). From the Junto and the Lyceum movement, adult education in the country was modeled towards the provision of basic agricultural, home economics and financial skills. The Junto movement focused on adults who lacked agricultural and home economics skills, a situation that changed with the 19th and 20th century movements. Today, adult education programs in the country have been developed and modeled in line with the normal educational program in the country. Based on these movements, adult education can be defined as approaches adopted to improve the financial, agricultural and technical skills of the adults who missed the normal educational program (Franz, 2007). Bringing theory into practice An understanding of the theories described so for is critical in engaging adults in a learning environment which enhances their knowledge and cooperation. However, the theories cannot have significant importance if not applied to theory and integrated into the learning process to assist in the overall transformation of the students. A number of suggestions on how such theories can be applied in a learning process exist which shall be discussed in this section. Self-reflection and articulation is important in any adult learning process as described in the theories discussed so far. Short prompts and texts should be used in class to enhance the understanding of the students within the class setup and understand the average needs of the society (Baumgartner, 2001). Writing is believed to provide a better platform for self-reflection and sharing information on personal experiences, challenges and endeavors. New roles will be introduced and personal assessment, which is the third phase, is essential as a way of understanding the new roles and viewpoints. After this stage, students will need to acquire information and share experiences with others as a way of dispelling the discontent and disagreements with the new viewpoints encountered. Such an interactive environment allows students to explore options for new ways of acting and building competencies and self-confidence, two critical aspects of success in any learning process. After understanding the new discourse and way of learning and interacting with the immediate work environment, transformative learning presents students with an opportunity to plan the next course of action. Such actions can only be achieved if new knowledge and skills are acquired through engagement in an active learning process, which involves interacting and relating with different instructors. Finally, an adult education student must integrate the new information and perspective to the environment and the workplace. References Baumgartner, L. (2001). An update on transformational learning. In the new update on adult learning theory: New directions for adult and continuing education, 89. San Francisco: Jossey-Bass. Franz, N. (2007). Adult education theories: informing cooperative extension’s transformation. Journal of extension, 45(1), 32-43. Kitchenham, A. (2008). The evolution of John Mezirow’s transformation learning theory. Journal of transformative education, 6, 104-123. Lange, E. (2008). Interrogating transformative learning: Canadian contributions. New York: Alpha house. Nelly, O. (2009). Pedagogies that foster transformative learning in a multicultural education course: A reflection. Journal of praxis in multicultural education, 4(1), 62-71. Nesbit, T., Brigham, S. & Taber, B. (2013). Building on critical traditions: adult education and learning in Canada. Toronto: Thompson educational publishers Inc. Patternson, C. (2002). A new perspective on competencies for self-directed learning. Journal of nursing education, 41(1), 25-31. TEAL. (2011). Adult learning theories. TEAL center fact sheet no.11. Read More