Reflections on the 12th International Transformative Learning Conference

Abstract

This article is a reflective essay that explores the question: What can the content and experience of the conference tell us about the state of theory and practice in the field of TL; where is it today and where it may be going in the future? The 12th International Transformative Learning Conference (ITLC) held October 19-23 at Pacific Lutheran University in Tacoma, WA was an opportunity to engage with this question and observe the emergence of some useful answers. The conference brought together 250 participants from 25 countries around the theme: “Meeting at intersections of places for transformative learning”. Presenters offered rich interaction of TL and Intersectionality through various symposia, presentations and experiential learning sessions that showed the application, development and potential evolution of TL. Open Space Technology was use to engage with this diverse community around the practice, theory, and future of TL. The attendees experienced different forms of TL practices and theory. The authors of this paper relied on their experience as co-chairs and presenters of the Conference, as well as faculty, alum and student of Fielding Graduate University to reflect on the main themes of intersections and intersectionality found in the content of the symposia, presentations, and experiential sessions. We found five main themes of intersections: between various theories and disciplines; between body, mind, and spirit as aspects of the self; between the self and social and political contexts in which it is embedded; between self and others in the engagement with difference; and between forms of transformative practice. In our closing comments and reflections, we addressed whether or not the conference was enough of a “holding space” for transformation to take place. We noted that there was a noticeable “call” from conference attendees for TL theory and practice to extend beyond individual and group support to the society and its social and systemic challenges.

On Disruption and Construction, Reflection and Reorganization in Psychotherapist Development: A Taxonomy of Transformative Learning Outcomes

“…First emerging in the late 1970s (Mezirow, 1978a, 1978b), transformative learning theory has (a) since become a much critiqued, roundly robust, and soundly grounded explanatory perspective (Cranton, 2016; Hoggan, Mälkki, & Finnegan, 2017); (b) proven preeminently provocative and heuristic, having spawned numerous international conferences, over a dozen books, and hundreds of doctoral dissertations and scholarly presentations and papers (Kitchenham, 2008); (c) increasingly expanded its reach and relevance, being applied to varied areas beyond adult education (spirituality, sustainability; Taylor, Cranton, & Associates, 2012); and (d) increasingly gone global in the last 10–15 years, spreading from North America into Europe and beyond (Schapiro, Gallegos, Stashower, & Clark, 2017). Although having its critics (DeSapio, 2017; Newman, 2012), transformative learning theory has generally gained wide acclaim, being referred to as a “definitive framework” (Kitchenham, 2008, p. 120), “detailed theoretical foundation” (Hoggan, 2016b, p. 57), having “great staying power” (Howie & Bagnall, 2013, p. 816), and even being the “new andragogy” (Cranton & Taylor, 2012; Taylor & Laros, 2014).…”

Contextual Preconditions to Foster Transformative Learning: A Recursive Process, Activity, and Core Elements

“…Regarding a process perspective, Mezirow (1991) describes 10 steps to TL which could be interpreted as a process perspective on an individual level. Some studies highlight the importance of group development processes (Schapiro et al, 2011; Scribner & Donaldson, 2001), but do not combine this with other tools to foster TL. Other studies which adopted a process perspective have not expressed it explicitly or included it as a precondition to foster TL (e.g., Hersted, 2017; Taylor & Jarecke, 2009).…”