“Transformative learning requires an environment that encourages and rewards intellectual openness” (McGonigal, 2005, p.1).

Transformative learning serves as a learning process in which a person becomes critical of their assumptions and the assumptions of others. This learning theory as proposed by Mezirow, who throughout his career best explains why adults learn. Transformative learning is somewhat different from other forms of learning, as it allows us to make meaning of our lives; thereby making sense of our lives.

This learning theory is indicative of not only classroom learning, but valuable in real-life learning as well. Transformative learning also allows us to confer inferences about our lives, our family, our jobs and even the world in which we thrive. As Mezirow states, “this learning occurs when there is a transformation in one of our beliefs or attitudes (meaning scheme), or a transformation of our entire perspective (habit of mind)” (Merriam, Caffarella, & Baumgartner, 2007, p. 133)

Transformative learning encompasses four major factors: a problem (in most cases a life experience), reflection, change and a plan of action. Usually brought on by an unfortunate life experience, transformative learning occurs when a person becomes aware of the sanctions that caused the experience. Upon realization of the problem, comes acceptance and reflection. At this point, one must be critical of their own assumptions and work to make changes. Once the changes are actually placed into action, transformative learning has occurred. The key factor in this process is reflection. For this reason, transformative learning as discussed by McGonigal (2005) “requires an environment that facilitates and rewards intellectual openness” (p.1).

McGonigal (2005) makes mention of a students’ prior experiences whether they are in the classroom or in a real-life situations, by stating that sometimes students may lack experiences in your area of specialization and therefore as instructors, just merely “presenting new information is not enough to guarantee optimal learning” (p.1). He further states that at this point, “true transformation of the students’ existing knowledge” must occur (McGonigal, 2005, p.1).

Nevertheless, Mezirow states that engaging in the transformational process can lead to “frames of reference that are more permeable to additional amendments, reflective, inclusive, discriminating, and overall more emotionally capable of change, rather than acting upon the purposes, values, feelings and meanings that we have uncritically assimilated from others”( Mezirow, 2008, p.8). Therefore transformative learning engages the principles and emotions of our life experiences and or transformed by our proceedings.

As life-long learner, my first experience with transformative learning was leaving home at the age of seventeen to start college over five hundred miles away from home. I can still remember the excitement of packing and the drive; I was so excited. My experience (problem) occurred when it was time for my family to leave. I was under the impression that they would at least spend the night, but the unpacked me, feed me and then they left me. I was devastated! I can even remember calling home before they could even reach Mobile to tell my grandparents to send them back. Needless to say, they never showed, I cried for weeks. By Thanksgiving, it was time to go home and of course I was ready! But to my dismay, my first visit home, I was ready to go back to school. Things and curfews at home were different from school; which meant I had to go. I consider that my time of reflection between my old life of being an only shelter child, to that of being an independent adult. Merely eighteen years old, I knew that I had to make some changes and maybe invite my parents to stay with me, so that they could experience this new found life of freedom. Well as soon as I could, I was able to move off campus and my parents were able to visit. Upon their approval, my transformation really began.


References

McGonigal, K. (2005, Spring). Teaching for transformation: From learning theory to
teaching strategies. The Center for Teaching and Learning- Stanford University,
14(2), 1-5.

Merriam, S.B., Caffarella, R.S., Baumgartner, L.M. (2007). Learning in adulthood: A
comprehensive guide (3rd ed.). San Francisco,Ca: Jossey-Bass.

Mezirow, J. (2000). Learning as transformation: Critical perspectives on theory in progress. San Francisco: Jossey-Bass.