In the 1980’s, Malcolm Knowles popularized certain assumptions about adult learning that have been the basis of a model you know as andragogy. The term andragogy, which was first used in Europe and then in America, helped professionalize the idea of adult education as a process that was different than the one used for educating children (Merriam & Bierema, 2014).
Principles of Andragogy
If you have been involved in the world of training and adult education, then you are most likely familiar with these six assumptions that are often stated as principles of adult education:
- Need to know why. Adults need to know the reason for learning something. This is often thought of as the need for helping the learner understand “what’s in it for me.”
- Self-concept. Adults have a self-concept that they are self-directing human beings. They resist or resent instances when others impose their will on them. Think of the resistance to compliance or other training that is forced on them.
- Role of experience. Adults enter a learning situation with a wealth of experience. This may serve as a resource to make learning meaningful.
- Readiness to learn. Adults become ready to learn when the experience will help them deal with life situations, such as performing tasks relevant to their social role.
- Orientation to learning. Adults are life-centered or problem-centered in their desire to learn. They are motivated when they see that learning will solve real-life situations.
- Motivation. Although adults are motivated by external rewards, the most powerful motivators are internal pressures.
Although it seems obvious that adults are at a different point in their life than children, the six assumptions were criticized by some as being too rigid. For example, when adults are learning something new they may prefer being led by a teacher. And some young learners are able to be self-directed in their learning. In a more recent book, Knowles and co-authors clarified that adult learners are not homogeneous and any application of the model or process should be adapted for individual differences (Knowles, Elwood & Swanson, 2015).
Transformative Learning
In the world of academia, there are many other theories that relate to adult learning. One that I thought would be of interest to you and that I wanted to explore in more depth is transformative or transformational learning. It is now one of the dominant theories in the world of adult learning even though it was introduced decades ago.
Transformative learning refers to those learning experiences that cause a shift in an individual’s perspective. It is based on the idea that learning is “the process of making a new or revised interpretation of the meaning of an experience” (Mezirow, 1990). This happens when adult learners change their assumptions or expectations. What often follows is a change in their frame of reference for interpretation and understanding.
Often transformative learning is a result of a life change, such as a parent who re-enters the workforce after raising children, people who are newly diagnosed as HIV-positive, or adults who became entrepreneurs after years of working in structured organizations. It can also result from less dramatic changes, such as older adults who begin to use the internet or a person who becomes an activist in a meaningful social organization.
How to Foster Transformative Learning
From the perspective of those who design learning experiences, you may be wondering how can we foster these deep and enduring transformations? In a research review, Taylor (2007) described some factors that were shown to foster transformational learning. In addition, Henderson (2010) outlines ways to foster transformative learning in an online environment.
Relationships
Studies show that supportive and trusting relationships can foster transformative learning. This is the basis for dialogue and discourse, discussed later. Building relationships requires a learning climate that is open to differing perspectives and is non-hierarchical in nature. Online, trusting relationships are easier to build in virtual classroom or work group situations when participants can see each other through photos or video, when learners can hear the voice of the moderator or instructor and when they share a common goal.
Critical Reflection
Transformative learning often goes hand in hand with self-reflection. This involves challenging the assumptions people rely on to understand the world. For example, you can foster transformative learning by asking open-ended questions that help learners relate new knowledge to their own life experiences. Probing questions that promote critical reflection have no easy or simple answer. You can design critical reflection into formal courses by asking participants to respond to questions through blogging and other internal social tools. It can also be part of thoughtful online discussions.
Direct and Active Experience
In his research review, Taylor (2007) found that one of the most powerful ways to foster transformative learning is by offering direct experiences that are meaningful to learners. For example, doctors and nurses studying palliative care visited hospices, funeral homes and anatomy labs. We can design programs that encourage direct experience for workplace training. For example, employees who wish to develop leadership ability could initiate a socially beneficial campaign at work to practice their leadership skills.
Readiness for the Transformative Experience
Another factor that encourages transformative learning is an individual’s self-awareness and readiness for the experience. A few studies showed that individuals who were in a transitional mindset were likely to experience a transformation. They may have been in the midst of a dilemma or at the limits of their ability to create meaning with their current level of knowledge. The implication being that it is important to help learners develop the type of self-awareness and acceptance of discomfort in order to allow a transformation to occur.
Discourse
In her research review, Henderson (2010) points out how discussion is a critical aspect of transformative learning and that there are benefits to doing this online. First, some adults are more comfortable speaking online than in person, so they will be more engaged. Also, online discussions are flexible in mode. They may take place asynchronously in forums, so participants have time to think through their responses or they may take place synchronously in chat rooms. In addition, online discussions occur naturally when small groups tackle problems and issues.
Transformation in the Workplace
Much of the research in transformational learning examines learners in an academic environment. It’s exciting to think about transformations that can occur in a workplace environment. The research points to the fact that this type of deeper learning involves building social relationships and requires more than one-off courses. It requires changes in the workplace that foster a culture of learning, support, reflection and meaningful conversation.
What is your experience with transformative learning? Share in the Comments section below.
REFERENCES:
- Edwards, R., Hanson, A., & Raggat. Peter. Boundaries of Adult Learning.
- Henderson, J. An Exploration of Transformative Learning in the Online Environment. 26th Annual Conference on Distance Learning and Teaching, 2010.
http://www.uwex.edu/disted/conference/resource_library/proceedings/28439_10.pdf - Knowles, M. From andragogy to pedagogy. New York: Association. Knowles, M. 1984. The adult learner: A neglected species. Houston, TX: Gulf Publishing, 1980.
- Knowles, M. The adult learner: A neglected species. Houston, TX: Gulf Publishing, 1984.
- Knowles, M., Holton III, Elwood, F., and Swanson, Richard, A. The Adult Learner: The definitive classic in adult education and human resource development. Burlington: Elsevier Science, 2015.
- Merriam, S.B. & Bierema, L. L. Adult learning: linking theory and practice. San Francisco: Jossey-Bass, 2014.
- Mezirow, J. Fostering Critical Reflection in Adulthood. San Francisco: Jossey Bass, 1990.
- Taylor, E. An update of transformative learning theory: a critical review of the empirical research (1999-2005), International Journal of Lifelong Education, 26: 2, 173 — 191, 2007.
Hi am more on the direct active experience since am catering science lesson and I see learners glued to experiements and incidental learnings and how they relate that to their every day lives.
I don’t know if there is much on this subject for youth education. I have eight references listed at the end of the article, so you can start there. Also, check the Eric database as it often provides education-oriented resources.
Motivation is the key to do everything, motivation can make ourself learn more effectively
Hi there I am Redante Policarpio, a classroom teacher in an indigenous implementing school in the Junior High School Level teaching Science subjects. i would like to know more of the means of transformative learning so as to facilitate learning in the 21st century with learners of coming from diverse culture.
Hi Kate,
I’m all for practical advice so thank you for asking the question. I tried to give this advice in the last part of the article, but let me try a different approach here. First, I don’t think transformative learning happens quickly. It’s going to involve slowly making a shift in perspective. I think you can do this by presenting case studies and scenarios and discussing them. Try activities where your learners can take on the perspective of different people in the scenario. There’s the Six Thinking Hats activity that might be helpful for this. I could also imagine role plays for online tools that help you see the world from the perspective of the person with disabilities.
In terms of direct experience, can you think of ways that learners can share some experiences together that could be transformative. Perhaps working in pairs and sharing challenges and successes with the cohort of learners? Or observing your learners in action while they work and providing feedback that leads to greater insights?
Another idea might be to have more meaningful conversations or communications with the people with disabilities. Try to get their feedback on what is working and what isn’t. I hope this helps. Try going through the list of the five “How To’s” in the article and try to think up activities that demonstrate the approach.
Connie
Hi there,
I am an educator at the workplace and I am currently looking for adult learning theory to see what kind of theory I can apply into my work. All my learners are adults and they have similar educational background which we all work with people with disabilities. I am still a bit confused with this theory and just wondering how I can apply this theory into my workplace? Thank you!
Hi Romana,
Fascinating that you are researching this area. I don’t know of particular research in virtual environments, but I’m wondering if the references below mention it. A quick search in Google Scholar got some hopeful articles. Did you try that?
Now, from a non-research perspective, I don’t see why this couldn’t be used in a virtual environment, particularly if there is more than one session. In a synchronous environment, people can form groups and discuss their reflections and insights. In a non-synchronous environment participants can write about their reflections.
I’ve added a reflection question to an eLearning course–just in case it prompts more thought. But I don’t think one-time learning events are particularly conducive to transformative learning.
Connie
Hi Connie and Greetings from Vienna,
I have just come accross your nice article. As a researcher in TL, I am particularly interested in the question on how virtual environments can trigger transformative experiences Any idea resp. reference?
Thank you.
Regards,
Romana
Hi Rafia,
Thank you for your kind words. I think I can only make a few suggestions on how to use this with undergrads, because I don’t know the characteristics of the audience and the context of the educational environment. But of all the five suggestions, a few stand out. One would be direct experiences. If at all possible, involve the students in a social service project that could be transformational. Another would be find ways to promote critical reflection, perhaps mixed with discussion. It could be in a small group format or by having students select one side of a provocative topic. Once you know what they believe or value, ask them to support the opposite side of the topic in writing or speaking. I hope this is a catalyst for more ideas!
Connie
Hi , a beautiful article. Could u elaborate how we cud use trans-formative learning in our university class while teaching undergrads?
Now that’s embarrassing. Thanks for telling me, Megan!
Great article – thanks Connie!
Also, just FYI that the word “transformative” is misspelled in the article title.
Hi Carole,
Thanks for your perspective on this. I agree with you that discussion should be an effective way to promote transformative learning. Through discussion we reflect and find new meaning. We learn from other’s stories and explanations. I hope we can find more ways to manifest this online in the future.
Best,
Connie
Hi Connie, I am particularly interested in the Transformative Learning concept and how this has taken on new shapes and experiences for the online learner. In particular I am keen to explore the benefits of ‘discourse’ to see first hand how …. discussion is a critical aspect of transformative learning and that there are benefits to doing this online. …. And how that fits within the context of social media group discussions. In my experience I see how sharing of learning with a wider audience can assist in breaking down resistance to change and transforming the learning of individuals. This takes place among members of groups where stewards have taken the time to foster a trusting relationship!
Regards
Carole
Thanks for sharing these links with us, Penny. I’m sure readers who are interested will want to explore. I know I will.
Best,
Connie
Connie thank you for digging deeper into the ubiquitous term ‘transformative’ and raising our awareness of Mezirow’s theory of adult learning. Have you come across the construct of Transformative Learning Experience which views Transformative Learning from the perspective of emerging technologies & instructional design?
http://carbon.ucdenver.edu/~bwilson/TLE.pdf
http://www.veletsianos.com/2013/02/25/emerging-technologies-and-transformative-learning-special-issue/
Thanks, Candice. I also have some good references at the end of the article.
Many of the current theories on adult learning stem from the work of Jack Mezirow and, earlier, Paulo Friere. The later’s work with reading skills for illiterate adults informed many of the educators and educational psychologists that came after, including Stephen Brookfield. Mezirow posited all of the criteria above, and put particular emphasis on discourse/telling/teaching. His view was that adults not only learned more from relating their own experiences, they learned new ways of looking at those experiences through the act of sharing them. A great deal of research is available on transformational learning in online learning (as noted mostly at the academic level, where there are plenty of guinea pigs!), which is easily extrapolated to the corporate environment. Those interested in further readings on transformational and transformative learning should look into the work of Jack Mezirow. This article gives a good overview: https://www.usm.maine.edu/olli/national/postConference/2012_confWorkshops/workshopMaterials/Jon%20Neidy/The%20Evolution%20of%20John%20Mezirow's%20Transformative%20Learning%20Theory.pdf