Learn to Unlearn for Transformative Learning: An Epistemological Look

On learning and unlearning

“…As we see it, much related literature valorizes the transformative role that is attributed to unlearning but means the ‘transformative’/‘transformational’ without any socio-politically radical connotations. It is argued that people ‘require unlearning, at the same time as learning, to achieve transformational learning that allows them not only to acquire new knowledge but also stimulate behaviour modification in light of reviewing their own frames of reference’ (Tome, 2021: 107). A similar rhetoric is noticeable in managerial discourses: ‘Much of the organisational scholarship on unlearning’ focuses on ‘the cognitive and behavioural processes associated with shedding old knowledge and deploying new ideas’ (McLeod et al, 2020: 184).…”

“…A similar rhetoric is noticeable in managerial discourses: ‘Much of the organisational scholarship on unlearning’ focuses on ‘the cognitive and behavioural processes associated with shedding old knowledge and deploying new ideas’ (McLeod et al, 2020: 184). Ultimately, unlearning becomes part of the process of responding to change adaptively: ‘in a world of constant change, the task of learning to unlearn is imperative […] especially in the field of education and training’ (Tome, 2021: 112). Unlearning is thus normativized as a key tool that enables ‘professionals to respond to the demands of a changing world’ (McLeod et al, 2020: 184).…”

Mathematics education for relevance, responsiveness, and viability in Africa within the Fourth Industrial Revolution era

“…By learning, unlearning and relearning, we mean that individual's pre-existing knowledge is challenged so that their preconceived notions of a topic are dismantled and replaced with more nuanced and diverse ways of thinking about the same phenomenon (cf. Klein 2008;Tome 2021).…”

“…Moreover, learners can assess what they learn and know, unlearn what they know together and separately; but most importantly, relearn on a continuously negotiated basis during the various interactions that occur while learning (cf. Klein 2008;Tome 2021). Although Kumashiro's notion of AOE did not aim to advance PBL or SDL, it does.…”