| p>Adults are the products of their individual histories | | | | requires being more open to the perspectives of |
| and experiences, which influence their attitudes, | | | | others. However, it is much easier to teach from a |
| thinking processes, and conceptualizations of their | | | | personal viewpoint, skipping the critical learning |
| worlds. John Mezirow believed that adults can be | | | | process in which the student questions assumptions. I |
| "transformed" through a process involving a | | | | have had professors that essentially say, "what I say |
| "disorientating dilemma" followed by critical reflection | | | | is the way it is." Transformational learning requires |
| and new interpretations of experience. Expanding this | | | | that the students have a vested interest in their own |
| theory to teaching, the educator must encourage | | | | learning process, rather than being "spoon fed" a |
| students to examine their personal assumptions, | | | | bunch of information to memorize or accept. |
| explore other possibilities and test all for validity. | | | | The role of the learner cannot be neglected. The |
| Learning comes from the examinations and new idea | | | | student must be a willing participant, ready to engage |
| formulation. The application of critical thinking skills | | | | in the learning process. The teacher can create the |
| uses this methodology. Many universities are changing | | | | atmosphere in the classroom, but the student must |
| the way learning takes place; rather than lecture they | | | | be receptive. |
| are using methods of discovery which yield | | | | Transformational learning causes a change in thinking |
| transformational learning. | | | | after digesting information. The student must make |
| Teachers bring their own experiences and learning to | | | | the connections within himself to create this new |
| the classroom. Not every instructor is able to | | | | awareness. Knowledge then becomes a part of the |
| separate their personal frames of reference from | | | | student as he begins to make new associations and |
| their teaching. Have you ever been in a political | | | | own it for himself. |
| science class where the instructor makes it clear that | | | | As an instructor, I love to see the "aha" moments |
| the class will be taught from only one | | | | when the light clicks on in a student's eye. He has |
| perspective...his? The best professors are the ones | | | | taken something that I taught, rolled it around, and |
| that engage the students in such a way that they | | | | pulled out the truth - transforming himself by learning. |
| learn from making connections from their experiences | | | | References: |
| and those of others. Because thinking is a traditionally | | | | Imel, S. Transformative Learning in Adulthood. |
| solitary endeavor, using team learning is a great way | | | | Merriam, S. The Role of Cognitive Development in |
| to expose individuals to thinking in other ways. | | | | Mezirow's Transformational Learning Theory. Adult |
| Instructors must be careful to teach the subject | | | | Education Quarterly, Vol. 55, No. 1, 60-68 (2004). |
| material in such a way that students are exposed to | | | | Mezirow, J. Transformative Dimensions of Adult |
| a "disorientating dilemma" which will begin the learning | | | | Learning. |
| process. By its nature, transformational learning | | | | |