Transformative and Restorative Learning: A Vital Dialectic for Sustainable Societies

Abstract

This study explores the potential of critical transformative learning for revitalizing citizen action, particularly action toward a sustainable society. Through an action research process with 14 university extension participants, it was found that a dialectic of transformative and restorative learning is vital for fostering active citizenship. This study also found that transformation is not just an epistemological process involving a change in worldview and habits of thinking; it is also an ontological process where participants experienced a change in their being in the world. As participants shifted into a new mode of relatedness with their material, social, and environmental realities, they sought avenues for socially responsible involvement as active citizens.The purpose of the qualitative study, "Living Transformation: From Midlife Crisis to Restoring Ethical Space" (Lange, 2001), was to pilot and assess a critical transformative learning 1 process for revitalizing citizen action, particularly action toward a sustainable society. In the mid-1990s, preliminary investigation revealed that many adults were experiencing high levels of fear and anxiety regarding the changing structure of work, including intensified work or job loss brought about by the neo-liberal economic policies. A university extension course, Transforming Working and Living, was developed to address issues such as making a transition to a new job, work/life balance, and more meaningful work. As participants engaged in this course, it became evident that there was a distinctive learning process operating that was restorative as well as transformative. This article expands existing understandings of transformative learning by describing restorative learning, its 121 ELIZABETH A. LANGE, at the time of writing, was an instructor for the University of Alberta Faculty of Extension Adult Education program and for Athabasca University in the Masters of Distance Education program. She now teaches for the Master of Arts-Integrated Studies program at Athabasca University.

Transformative Learning and Education for Sustainable Development

“…In this view, transformative learning is a form of third order learning, implying a paradigm change triggered by the experi ence of liminality (an in-between state of ambiguity or disorientation, Land et al 2014) with a disruptive or restorative element (Lange 2004). This leads to "the experience of seeing our worldview rather than seeing with our worldview so that we can be more open to and draw upon other views and possibilities" (Sterling 2011, p. 23).…”

Braided Stories and Bricolaged Symbols: Critical reflection and transformative learning theory for teachers

“…It moves one to test new integrated-meaning perspectives, and take actions to challenge and transform both oneself and the societal status quo. Lange (2004) clarified TL is not just an epistemological process; "it is also an ontological process where participants experience a change in their being in the world including their forms of relatedness" (p. 137).…”

Rethinking science for sustainable development: Reflexive interaction for a paradigm transformation

“…As mentioned above, it is not our aim here to contribute to this conceptual level of the debate. A number of scholars have also refined methods for implementing transdisciplinary and other forms of transformative research (Colucci-Gray, Camino, Barbiero, & Gray, 2006;Klein, 2004;Lange, 2004Lange, , 2012Lawrence & Després, 2004, pp. 398-399;Miller et al, 2014;Pohl, 2011).…”