1. Presented by: April L. Turner Walden University Richard W. Riley School of Education and Leadership EdD Student EDUC 8101

2. o John Mezirow was interested in how adults viewed learning after returning to college after an extended hiatus during the 1970s. 3. o Mezirow defined Transformative Learning as the process of using prior interpretation to construe new or a revised interpretation of the meaning of ones experience in order to guide future action 4. o First National Conference on Transformative Learning was held in 1998 o Continues to be a topic of discussion during this bi-annual event 5. o A disorienting dilemma o Sudden death, loss of job, going back to school, moving or illness. 6. o A self examination with feelings of guilt or shame o Dealing with feelings of fear, guilt and/or anger. 7. o A critical assessment of assumptions o Critical reflections on prior experiences within society and family after disorientating dilemma. 8. o Recognition that ones discontent and the process of transformation are shared. 9. o Exploration of options for new roles, relationships, and actions o Looking at how you can fit new experiences and ways of thinking into life. 10. o Planning a course of action 11. o Acquiring knowledge and skills for implementing ones plan o Gaining skills to begin developing a plan 12. o Provisionally trying new roles 13. o Building competence and self- confidence in new roles and relationships 14. o A reintegration into one's life on the basis of conditions dictated by one's new perspective 15. o Transformation occurs during life experiences or journey o It is more holistic and intuitive o Life long personal develompent 16. o The teacher is the mentor o The mentor may or may not teach a class but is more engage in a one on one relationship with the student. 17. o The role of the mentor is to teach, guide, challenge, support and encourage the student through their journey or trip through personal development. 18. o A journey or trip occurs throughout his or her life. It can be educational, social, mental, spiritual or physical. o The journey does not take away our old experiences, as often feared before embarking, but give new meaning to the experiences. 19. o Story telling is a good tool because it transform our vision of the possible, provides us with a map for the journey ahead, and can reconnect things when there is a loss of sense of meaning in the world 20. o Focused on social change o Illiteracy, oppression, and poverty o Two different types of education o Banking o Problem Posing 21. o Banking education - served the oppressor because it domesticates the oppressed o Banking education was teacher-centered and the teacher is all-knowing and deposits knowledge into passive students who are considered receptacles for this knowledge. o The goal was to change their consciousness but not the situation. This is how they were able to remain dominated. 22. o Problem posing education o Problem posing education allowed people to develop their power to perceive critically the way they exist in the world with which and in which they find themselves. 23. o Experience o Critical Reflection o Development 24. Conscientization o Knowing oppressive forces that are in your life and becomes a part of social change process. 25. o Defined as the process of doing and seeing things and having things happen to you. o Experience is very important when it comes to learning. o Comes in different dimensions that helps link learning activities with prior knowledge o Can be used as a resource for his or her learning. 26. o Examining the underlying beliefs and assumptions that affect how he or she makes sense of the experience. 27. o Brookfields Phases of critical reflection o Trigger event something unexpected happens o Appraisal self-evaluation of the experience, finding others with similar experiences o Exploration examining new an d different ways of explaining or accommodating the experience o Alternative Perspective attempting new ways of thinking and behaving about the experience o Integration putting the new ways of thinking and behaving into the fabric of his or her life. 28. o Mezirows Three types of critical reflection. o Content reflection thinking about the actual experience o Process reflection thinking about ways to deal with the experience o Premise reflection examining long held and socially construed assumptions, beliefs, and values about the experience or problem. 29. o The outcome of transformative learning o A process of expansion of the real freedoms that individuals enjoy o Implies a sense of direction. o Occurs in different dimensions 30. o Spiritual and Emotional o The learner experiences an intrapersonal conversation with the spirit. o Emotional connection to what is being learned., i.e. rage, anger, sadness, happiness, joy, fear, anxiety. 31. o Technology o Provides access to an online dialogue to learn different perspectives of transformative learning 32. o Formal Setting o Journaling writing learning experiences and ways thinking changed as a result of the experience o Creating activities , such as simulations or role plays, that can lead to critical reflections of the experience 33. o Non-formal setting o Story telling using a story to tell of a journey or trip that changed his or her way of thinking o Develop mentor/student relationship a more one on one relationship occurs and the individual learning needs and styles of the students are met. 34. o The use of community centers and examples of classes that can be offered. Empowerment Parenting Nutrition 35. o Transformative learning is a continuous cycle o The learner always have experiences throughout life o After the experience, critical reflection does occur o Development is a result of the critical reflection and the change in thinking and doing occurs o Things to consider o After each new experience, does your way of thinking and doing change? o Ways that you can apply this learning theory in your teaching practices 36. o Daloz, L.A. (2012). Mentor: Guiding the journey of adult learners (2nd ed.) (pp. 17-42). San Francisco, CA: Jossey-Bass. o Cranton, P. (2011). A theory in progress. In S.B. Merriam & A.P. Grace (Eds), The Jossey-Bass reader on contemporary issues in adult education (pp. 321-339). San Francisco, CA: Jossey-Bass. o Freire, P. (2011). Pedagogy of the oppressed. In S.B. Merriam & A.P. Gace (Eds), The Jossey-Bass reader on contemporary issues in adult education (pp.20-32). San Francisco, CA: Jossey- Bass. 37. o Merriam, S.D., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.) (p. 130-158). San Francisco, CA: Jossey-Bass. o O'Sullivan, E. (1999). Transformative Learning: Educational Vision for the Twenty- First Century. London and New York: Zed Books