Transformative Learning Theory – Is It Tıme to Add A Fourth Core Element?

Abstract

The aim of this paper is to present a research-based analysis on the Mezirow’s theory of transformative learning, by first outlining the foundations of the theory and its status and trends, and then highlighting the role played on adult education by the core elements of transformative learning: critical reflection, dialogue, and individual experience. The concept of this essay is to present the current knowledge including substantive findings as well as theoretical and methodological contributions on Mezirow’s theory of transformative learning. This essay reviews the collective evidence of the theory of transformative learning, looking for similarities and differences on competing theories. The analysis shows that none of the core elements of transformative learning stand-alone, but each supports and enhances the rest, suggesting a more holistic approach to future research. While these elements must be present for transformative learning to occur, a new and lesser researched element - the context – is suggested. By developing awareness and appreciation of personal and sociocultural context, educators can better facilitate transformative learning situations within existing contextual constraints. The need to help learners actively participate and engage with the concepts presented in the context is the key message to be taken from Mezirow’s theory of transformative learning.

Disentangling the experiential learning process of coffee farmers in Uganda’s innovation platforms

“…The current study emphasizes that EL fully unfolds when learners gauge lessons and draw conclusions through identifying the challenges, root causes, solutions, propose methods of action as well as the actual implementation of solutions and proposed methods of action. The study of coffee farmer learning makes a significant contribution to transformative learning theory (Schnepfleitner and Ferreira 2021;Chang 2021) by clarifying how farmers develop problem-solving knowledge by performing learning activities.…”

Metodologías y recursos educativos para fomentar la cultura ecológica y la concienciación climática en la Escuela

“…A partir de los principios del aprendizaje transformacional (Merizow, 2000;Schnepfleitner y Ferreira, 2021), el proceso de cambio ya sea para adquirir una nueva perspectiva o romper con la anterior, debe acompasarse de la reflexión crítica y una perspectiva realista situada en la propia experiencia del alumnado (Prado, 2021). Para impulsar este modelo se deben establecer nuevos marcos de referencia en la Escuela sobre el crecimiento, mediante modelos metodológicos y recursos adecuados, que propicien un ecosistema de reflexión, análisis y participación.…”

“…En el actual proceso de transición en el sistema educativo español, los resultados de este estudio muestran que la Escuela debe estimular ese aprendizaje transformador, desde la perspectiva señalada por Merizow (2000), para impulsar la sensibilización ecológica y la alfabetización medioambiental de los discentes desde principios éticos y ecocéntricos, lo que coincide con las conclusiones previas de Molina-Motos (2019). Su papel es esencial para esa transformación social (Schnepfleitner y Ferreira, 2021), crítica y efectiva, de una ciudadanía comprometida con el futuro del planeta a partir de un consumo responsable y consciente, como ha referido López (2019). Para ello, los expertos señalan que el modelo de centro debe cambiar para situarse en el epicentro de la vida social y la comunidad cercana.…”

A conceptual validation of transformative learning theory

“…However, over the last 20 years, it has become an interdisciplinary lens through which adult learning (i.e., change in beliefs and behavior) can be conceptualized across various disciplines and situations (Taylor and Snyder 2012). Along with extensive practical applications, research on transformative learning has grown significantly in the 30 years in adult education (e.g., Brendel and Cornett‐Murtada 2018; Gawlicz 2022), medicine or public health (e.g., Kerins et al 2020; Tallentire et al 2021; Vipler et al 2021), and general research (Hoggan and Kloubert 2020, Schnepfleitner and Ferreira 2021; Schnitzler 2020) just to mention a few. Most of the research has been qualitative in nature, and few studies have attempted to measure transformative learning, which has limited researchers’ ability to generalize transformative learning theory beyond narrow descriptive accounts and to establish the effectiveness of interventions focused on fostering change.…”