Jack Mezirow (1923 - 2014) was an American sociologist and a professor of Adult and Continuing Education at Teachers College and Columbia University.

          Humanism is an approach to learning that focuses primarily on the development of the individual learner through self-directed learning with an in-depth application of critical reflection, with the outcome of a transformation of learning. It differs from Behaviorism in that the Humanism approach is a self-directed paradigm that is actively explored by the learner. Behaviorism, often deemed as mechanistic and impersonal for it has a rigid approach to changing behavior of learners, is competency-based driven performance improvement driven (Merriam & Bierema, 2014, p.29). The Humanism theory can be viewed as an approach to education which empowers the expression of the learner’s full potential as a whole person.

          Jack Mezirow was one of the major theorists of the Humanism theory of Transformative Learning.  Mezirow is notably considered the founder of Transformative Learning. This theory operates under the idea that learning is more than merely the acquisition of information. Rather, Transformative Learning is process where learners critically reflect on life experiences, including culture, religion, etc. allowing their perspectives and points of view to be challenged, thus evolving in new learning. Transformative Learning encourages learners to dramatically rethink their position in the world and how they approach situations moving forward. Personal Development through the transformative experience allows our perspectives to become more inclusive, open and permeable ((Merriam & Bierema, 2014, p.31). Transformation occurs when we assimilate new experiences that result in some sort of change from our previous interpretation of experience.

 

Cognitive Rational Perspective

          Mezirow’s focus was on creating new learning through critical reflection. Transformative Learning is defined by Mezirow as a “process by which we transform our taken-for-granted frames of reference (meaning schemes, habits of mind, mindsets) to make them more inclusive, discriminating, open, emotionally capable of chance, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide actions” (as cited in Merriam & Bierema, 2014, p.84).

Four Domains of learning:

-Refining or elaborating existing frames of reference

-Learning new frames of reference

-Transforming habits of mind

-Transforming points of view

 

          Mezirow states that “Transformative learning involves an enhanced level of awareness of the context of one’s beliefs and feelings, a critique of their assumptions and particularly premises, and assessment of alternative perspectives, a decision to negate an old perspective in favor of a new one or to make synthesis of old and new, and ability to take action based upon the new perspective, a desire to fit the new perspective into the broader context of one’s life” (as cited in Merriam & Bierema, 2014, p.84).

Major Contributions to Transformative Learning

Perspective Transformation

          Meaning schemes are composed of very specific beliefs, values, judgments, and feelings that are ingrained in us through our interpretation of an experience(s). These attributes are visible through to the outside world by our habits that are displayed in our behaviors. What essentially happens in life is that, changes in our environment alter these frames of reference imbedded in us; causing us a dilemma in interpreting the experience.

Two frames of reference:

-Habits of the mind – these are broad, abstract, habitual ways of thinking, feeling and acting that are influenced by assumptions.

-Point of view – are expressed visually through in a particular point of view

          A transformation of learning involves a frame of reference that comprises the habits of mind. (Kitchenham, 2008, p. 107). When a massive experience occurs to an individual that hasn’t formulated a frame of reference for it, this results in a distorted dilemma.

          Mezirow’s 10 Steps to TL based study on his study of 83 women reentering to college in the 1970’s

Mezirow’s first introduced the term transformation when he studied U.S. women that were returning to pursue post secondary learning or returning to the workplace after being removed from these environments for an extended period of time. He conducted a qualitative study on 85 women to identify the factors that support and/or hinder women’s re-entry into these programs. His studies revealed that these women had experienced a “personal transformation” and identified 10 phases that they may have experienced (Kitchenham, 2008, p. 105). See phases below.

-Disorienting dilemma

-Self-examination without feelings of guilt or shame

-Critically assessing the psychic assumptions or socio-cultural

-Recognition that one’s discontent and the process of transformation are shared

-Exploration of options for new roles, relationship and actions

-Planning a course of action

-Acquiring knowledge and skills for implementing ones plans

-Trying out new roles

-Building competences and self confidence in new roles and  relationships

-Reintegrating the new perspective into one’s life

 

Current Applications

          Educators of Transformative Learning aim to apply pedagogies that empower learners, provide voice to learners, especially those that have been marginalized in academia.  Transformative learning is more than merely acquisition of new information. This is an active learning that requires learners to participate in questioning their perspectives of what they currently know, and to critically reflect to question assumptions to achieve a clearer and renewed perspective.

          Today, businesses are growing, and the need for a global reach in talent and development is critical. Virtual training solutions support these business needs. Leadership immediately want to see the increase in productivity as a result in training. The benefits of transformative learning and technology has been explored by researchers. However, due to the nature of online courses, they do not lend the opportunity for face-to-face connection. This disconnection in the virtual world presents a challenge to fostering transformative learning in a virtual environment. The facilitation methods on online courses need to be enhanced to mend this barrier (Merriam, Caffarella, & Baumgartner, 2007, p. 156).

 

Facilitation for Learning Transfer

 

Instructional activities to promote TL:

-Assist learners in becoming aware and critical of their assumptions that lead to their interpretation (beliefs, habits of the mind, points of view etc.)

-Engage in critical reflection possibly leading to TL are modeling and peer learning

-Allow learners to engage in discourse

-Storytelling and dialogue aids in the natural process of sharing experiences

-Coach learners to monitor participation of all learners

-Supply learners with resources of opposing perspectives to expand dialogue

 

          Critical Reflection Instructors need to challenge learners to engage in group problem solving, case study reviews, autonomous thinking, and collaboration with peers. This may require a revision of curriculum to include reflective activities, flexing delivery methods to accommodate self-directed learning.

          Encourage Discourse As learners challenge their previous habits of the mind and formulate new knowledge, they can apply it through engaging in discussion with peers. This serves as a means of analyzing the new knowledge, and validating it through discourse.

          Coach and Monitor Learners.  The instructor must value the perspectives of each individual learner. As learners are critically reflecting, the role of the instructor is to foster a safe and respectful environment where all frames of thought are respected. Learners much be encouraged to be open-minded to the discussions.

 

References

 

Kitchenham, A. (2008). The Evolution of John Mezirow's Transformative Learning Theory. Journal of Transformative Education, 6(2), 104-123.

 

Merriam, S., & Bierema, L. (2014). Experience and Learning. In Adult learning: Linking Theory and Practice. Jossey-Bass.

 

Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Transformational Learning. In Learning in adulthood a comprehensive guide (3rd ed., pp. 130-158). San Francisco, CA: Jossey-Bass.