Transformative dimensions of lifelong learning: Mezirow, Rorty and COVID-19

Abstract

COVID-19 has done significant damage to individuals, families, workers and the economy. What is not known about the virus is part of the problem, and the knowledge gap drives an unprecedented and urgent search for knowledge. This article explores the challenges for lifelong learning and the relevance of transformative learning. Disorientation, disorienting dilemmas and critical reflection are the ingredients of such learning, since we can only learn our way out of this situation. The authors present American adult educator Jack Mezirow’s theory of transformative learning (TL) as an appropriate learning framework for lifelong learning. They draw on the work of American philosopher Richard Rorty and German philosopher and sociologist Jürgen Habermas to re-shape TL so that it supports the kind of learning that is sufficiently complex and nuanced to enable us to deal with contradictions, ambivalence and meaning-making in a world where not-knowing is the new normal.

A Simple Approach to Relating the Optimal Learning and the Meaningful Learning Experience in Students Age 14–16

“…According to the results of the implemented SLR, no similar experiments have been reported to validate this implication. Likewise, the present investigation conceptually links the categories shown in Table A1, which are regularly studied non-simultaneously, as shown in the references [24][25][26][27][28][29][30][31][32][33][34][35][36][37][38]. Therefore, we consider that this work has an added value to the understanding of the teaching intervention phenomena that have taken place in post-COVID distance education.…”

“…Meaningful Learning [25,28,[35][36][37] Link: the meaningful learning that occurs within the virtual learning environment depends, to a large extent, on adequate planning of technological resources and the alignment of these with the learning objectives. In this way, intentional and reflective planning should promote the student's active participation both with the technological resources and with the object of study.…”

Education for just transitions: Lifelong learning and the 30th anniversary Human Development Report

“…These can then guide our actions. Mezirow’s work has recently been applied to the challenge of post-COVID learning (Eschenbacher and Fleming 2020 ) precisely because it is directed at learning for radically changed circumstances. This is clearly analogous to the challenge laid out in HDR 30 in moving towards just transitions, and changing our frames of reference – from seeing ourselves as separate from and masters of ecosystems to seeing ourselves as embedded stewards.…”

Transformative learning theory and migration: Having transformative and edifying conversations

“…We also learn from Fursova (2013) that women face both greater risks and benefits, renegotiating (traditional) stereotypes and roles. They have to carefully balance between renegotiation and a state of at least a temporary 'not-knowing' (Eschenbacher, & Fleming, 2020) in order not to be alienated from their traditional sources of support.…”