Whither Transformative Education? Taking Stock Well into the Twenty-First Century

Abstract

This article develops a framework for this special issue of JTE, and assesses the assessment of transformative learning. What and whom are the contributors assessing? For what ends? And how effectively? The call for manuscripts cited two “megatrends” in the transformative learning literature: 1. The importance of deep and transformative learning experiences that profoundly affect adult learners’ sense of self and their relationships and behavior in their community and broader world; 2. The need to clearly document these learning experiences and interventions and rigorously assess their outcomes, both proximal and distal. In what follows, I pose questions that these trends suggested to me and use them to take stock of transformative learning theory and education in the 21st century. At the end of each section, I synthesize what I found to be relevant from my review of the articles in this issue, highlighting what I see to be major contributions.

Caucusing Updated: Innovations to Build Belonging and Empowerment

“…Hoggan's (2016) framework integrates these and adds further complexity: revisions in one's sense of self, epistemology and the ways one understands knowledge, ontology and how one engages with life and the world, behavior shifts moving towards alignment with new values and beliefs and expanded capacity for identifying and responding to complexity in the world. Washburn (2021) further confirmed these domains of practice and asserts that, among scholars contributing to the field of transformative learning, there is broad agreement on outcomes, and the field's forté is in "situating our efforts of the intersection of the individual and the social" (p. 331).…”

Transformative Learning Through Group Coaching

“…Based on the cognitive-developmental approach and with respect to Cox’ (2021) TROPOS instrument, Washburn’s (2021) research framework for transformative learning processes, and Hoggan’s (2016) typology of transformative learning outcomes we designed a program focusing on fostering transformative learning outcomes regarding the “…learner’s profound re-assessment of beliefs…” (Cox, 2021, p. 385) toward self-concept, habits of mind, and worldview as well as social support (also compare communion and connectedness from Washburn, 2021), and the critical assessment of the individual’s goals and purpose.…”

“…Coaching methods used in the program included narrative storytelling based on image elicitation, reflective journaling, feedback, generative dialogue (in our case the four fields of conversation by Scharmer, 2016), metacognition and inner dialogue (in our case using the inner team model by Schulz von Thun, 2013), systemic constellation work, guided meditation, imaginary journey, embodiments, creative arts-based vision work, sociometry, reflective silent work. Every coaching method that we applied in the group coaching program intended to foster specific transformative outcomes (compare Washburn, 2021, p. 325). For instance, we worked with the inner team model to foster critical re-assessment and re-framing of self-concept, and support self-reflection as well as habits of mind.…”

“…Manners and Durkin (2000) provide an overview of several intervention studies on structured programs on ego development. Also see Washburn's (2021) overview of studies on transformative learning assessment. With only few studies concerning the promotion of transformative learning through group coaching there is a lot of unexplored territory.…”

Towards a Broader Mind for Students? Emergent Transformative Learning From a University-Based Course in the Netherlands

“…The framing of TL outcomes (Hoggan, 2016a) and processes (Dike & Chukwuorji, 2022) is well established, and the body of literature on the topic of fostering and promoting transformative learning is rich (e.g. Cranton, 2016;Fleming et al, 2019;Taylor, 2009;Taylor & Laros, 2014;Washburn, 2021). Yet, few studies focus on how short courses may trigger TL as experienced by higher education students.…”