Mapping Theories of Transformative Learning

Abstract

The purpose of this study is to demonstrate the utility of social cartography for mapping theories of transformative learning. Since the 1980s, several alternative conceptions of transformative learning have emerged to challenge the dominance of Jack Mezirow's psychocritical perspective. Rather than positioning these theories in opposition to one another, this study uses textual analysis and a phenomenographic method to situate them in a heterotopic space where researchers can orient themselves as they encounter new intellectual and representational tasks brought on by the diversification of the field. Whether the map is accepted as a metaphorical curiosity or more as a literal representation, it can reveal perceived or acknowledged theoretical relationships while identifying issues in transformative education that still need to be addressed.

Adaptive governance and community resilience to cyclones in coastal Bangladesh: Addressing the problem of fit, social learning, and institutional collaboration

“…Literature on approaches and methods of assessing learning and resilience is diverse, interdisciplinary, and contextual (Casebeer & Mann, 2017;Merriam & Ntseane, 2008;Ross & Berkes, 2014). notion of ecological resilience, which later expanded to include social-ecological and community resilience, distinguishes itself from conventional scientificengineering notions of resilience (Gunderson, 2000).…”

“…Altering resilience requires taking action, but transformative learning theory generally overlooks the manifestation of learning in action (Casebeer & Mann, 2017;Hoggan, 2016). To address this gap, we focus on both the behavioral and cognitive aspects of learning to identify the relationships between transformative learning and resilience and examine how people rationalize their actions.…”

“…These capacities are significantly affected by culture (embedded norms, values, beliefs, and practices) and socioeconomic and structural factors such as occupation and gender, and cannot be considered in isolation (Casebeer & Mann, 2017;Johnson-Bailey, 2012;Merriam & Ntseane, 2008). As Cerulo (2002, p. 3) notes, cognition is "an act of social beingsan act both enabled and constrained by one's position in the complex web of social and cultural experience."…”

Connecting theory and practice: reviewing six learning theories to inform online instruction

“…The theory espouses that improved learning results in better community (Christie et al, 2015). Transformative learning encourages learners to be inquirers, examiners and challengers (Casebeer and Mann, 2017), while believing that only through continuous improvement can a learner learn. Thus, learning is not a destination but a never-ending quest for knowledge, skills and the shaping of attitudes and beliefs.…”

“…Thus, learning is not a destination but a never-ending quest for knowledge, skills and the shaping of attitudes and beliefs. According to transformative learning theory, learners need to assess, question and sometimes even disregard their own beliefs in search of knowledge (Casebeer and Mann, 2017;Chu et al, 2012;Madsen et al, 2014). Theorists acknowledge that, sometimes, it is difficult for learners to step away from their comfort zones.…”