Term Paper on "Transformative Learning"

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Transformative Learning

The Merit of Transformative Learning

From a purely objective stance, the merits of transformative learning in education are somewhat dubious. In order to properly weigh the benefits vs. any potential negatives of this theory of learning, it first becomes necessary to elucidate a number of defining characteristics of transformative learning. Foremost among these is the fact that this learning theory is primarily reserved for adults (Cheney, 2010). For the purpose of this document, then, transformative learning will apply to those in the latter stages of high school as well as to any individuals who are in college or are of the conventional age to enroll in college. It is worth mentioning that many students, both in high school and in collegiate institutions, primarily pursue an education not for any significant edification purpose, but rather for the pragmatic means of fulfilling requisites to obtain certain level of jobs. In this context, the overriding benefits of transformative learning -- the change in perspective and liberty afforded by it -- may in fact be irrelevant to the overarching goal of achieving high grades in high school to attend a reputable college in order to earn a well-paying job. However, an examination of a body of literature regarding transformative learning reveals that this learning theory can not only aid students in achieving their temporal goals of academic proficiency and upwardly mobile career placement, but also help them to have greater satisfaction in their lives due to certain intrinsic facets of this theory.

Prior to examining the bevy of literature that substantially corroborates the viewpoint o

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f the preceding thesis, it is necessary to provide an overview of transformative learning in order to fully understand the myriad perspectives associated with its importance. The notion of transformative learning was widely pioneered and propagated by Jack Mezirow, particularly in his seminal 1981 publication "A Critical Theory of Adult Learning and Education" (p. 3). Within this and subsequent works of literature, Mezirow would come to define his transformational theory of leadership as one which was distinct from those that focused on process or content learning, but which rather involved producing changes within the perspective of the learner (Clark, 1993, p. 48). Such changes directly affected the frame of reference in which an individual viewed the world. Frames of references hinged upon experiences innate to a particular learner, and were colored by process and concept learning and by the general cosmology of a particular learner. Moreover, Mezirow believed that the level of changes induced by transformative learning would be able to propel a particular individual beyond his previous conception of the world and allow for a greater awareness, tolerance, and conceptualization of his or her surroundings than previously possible (Cooper, no date). Although there are other authors who made fundamental innovations within the theory of transformative learning -- most noticeably Boyd and Taylor (Moore, 2005, p. 404), who differed from Mezirow in their ideas of how to most efficaciously induce transformative learning -- these basic tenets of Mezirow are generally ubiquitously applied to this concept.

Synthesis

The prudent reader can detect the incongruence between the lofty ideals and aims of transformative learning and the practical essentials that characterize the ends of most adult learners, particularly those in secondary and postsecondary institutions, who are looking at education simply as a means of remuneration. However, there are a number of pieces of literature that indicate that transformative learning produces a synthesis of these effects within students. One of the most convincing pieces of literature that offers empirical evidence to validate this fact is Penelope Lane's, "Transformational Learning in Post-Soviet Ukraine." In this document, the author collected data in the form of field observations and personal interviews with a group of women in the Carpathian Mountains in Western Ukraine who were forced to pursue a career in creating women's handcraft. The relevance of this research to this particular document is accented by the fact that many of the subjects who provided the data for Lane's work were actually formally trained, college educated engineers, doctors, and other professionals who were forced to pursue a career as handcrafters due to the recent transition of Ukraine's economy from that of a socialist/communist one to one which was part of the free market of capitalism. Since their salaries in their previous professions were no longer supported by the state, these women had to learn a new occupation in order to provide economic sustenance for themselves and their families.

This was a qualitative research study that only involved the input of four subjects. Despite the small sample size, an examination of the data readily indicates that the basic precepts of transformative learning were helpful to all of the subjects. One of the philosophical interpretations of transformative learning is to provide students with the strong guidance of an educator who is encouraging, trustworthy, and compassionate, so that learning can ultimately be facilitated in a manner in which students can apply lessons to other aspects of their life not directly affected by their education. One of the women in this study (Katia) contrasted the transformative approach of her instructor in the creation of various handcrafted with that of her superiors in her previous job, remarking that the encouragement and general "positive energy" of the instructor was of immense benefit to her (Lane, 1996, p. 89-90). Ultimately, the data in this paper indicates that this nurturing approach that is part of transformative learning not only helped these professional, collegiately trained women to adopt new ways of making money and feeding their families, but also to facilitate a greater understanding about themselves and their country's sudden change to capitalism, a fact that the following quotation underscores.

The findings indicate substantial changes in these women as they have developed critical thinking skills that allowed them the intellectual space to reflect not only on images of themselves as individual subjects but also on the conditions of their lives as political subjects of a dominant state authority (Lane, 1996, p. 100).

This duality of learning, both for pragmatic means and as a way of informing the general lives and adopting an alternate perspective that was not previously there, are indicative of the boons that transformative learning produces.

Another research document that alludes to the benefits of transformative learning within an academic context is that written by C.E. Cragg et al. entitled "Perspective Transformation in RN-to-BSN Distance Education." This study acknowledges the fact that there are inherent values and perspectives afforded to students -- particularly those in the field of nursing -- that is related to their level of education. More specifically, "changed values and attitudes are among the desired outcomes in professional education" (Cragg et al., 2001, p. 317. The research performed within this document attempted to determine how well students are prepared for the new professional outlook that accompanies their education in the field of nursing. The authors conducted a qualitative study based on the filling out of questionnaires that contained the Jacobsen and Sabritt Professional Value Scale, which reflects the new overall outlook and shift in perspective that participants of transformative learning should ideally have. This particular scale is not concerned with academic knowledge or a student's ability to effectively enter the workforce, but rather gauges a student's propensity to develop a new attitude regarding his or her status as a nurse -- a career which the educational programs prepare them for. The questionnaires were disseminated to three types of subjects, those that had complete a generic nursing program, those that were beginning a BSN-to-RSN program, and those that had completed a BSN-to-RSN program.

The empirical evidence ascertained from this study indicates that students who had achieved the highest level of education -- those that had completed the BSN-to RSN program -- were those who demonstrated the most characteristics of the change in professional attitudes and perspective that is an intrinsic component of transformational learning. The results of the Jacobsen and Sabritt Professional Value Scale were used to measure students' aptitude for incorporating the essential values that their educations had afforded them as professionals. Significantly, students who had completed the RN-to-BSN program had a mean score for professional values of 5.1, while those who had completed a generic program scored the next highest with a mean of 4.8 and students entering a RN-to-BSN program had the least amount of incorporation of professional values with a mean score of 4.5 (Cragg et al., 2001, p. 320).

The implications of this statistical data are quite clear, and are significant to the thesis of this paper for a number of reasons. Firstly, this data demonstrates that students with the highest level of education are those that are able to become most widely affected by shifts in perspective and attitude that are the cornerstones of transformative learning. Secondly, the data that this study is based on in and of itself represents a correlation between the concept of education and its transformative effect upon a learner. Students are not just learning concepts and ideas that are… READ MORE

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Quoted Instructions for "Transformative Learning" Assignment:

“

Once you read the literature on that topic you*****ll want to develop a thesis statement, a single statement that summarizes your position. Write it as a proposition, that is, a statement from a specific perspective. Then provide support for this statement. It will be important to find support for this position by finding empirical evidence. This gives you an argument to support throughout the paper (cite evidence not just opinion). It will also give you a focus and direction within the literature.

This paper may include quotes and comments from a variety of authors, but please understand that this is rhetoric, rather than results from empirical research. Writing like this is common and many graduate students tend use the words of others as support, but as you move into the later stages of your graduate career it is helpful to find your own words rather than *****parroting***** the arguments and words of other authors.

So begin your research by investigating empirical results.

Remember to read both the results and discussion sections of empirical papers, and summarize your findings in a synthetic paper that considers articles outside of your textbook. Your textbook is a good place to start and it has many citations throughout the text, and the references in the back of the book. Please limit your citations of the textbook.

Please use the following as criteria when developing this narrative.

*****¢ Use APA 6: double-spaced 12pt font, including a title page, citations, a reference page(s);

*****¢ Include several APA style headings: introduction, subheadings, and conclusion

(note page 41 in the APA style guide for examples);

*****¢ This paper should be 2,500-3000 words (not including the title page and references);

*****¢ List your references and include 10 or more peer-reviewed articles or other quality sources;

*****¢ Limit quotes. Remember, this narrative needs to be your work.

*****¢ Use the rubric (on the next page) as your guide. This is how you will be graded.

*****

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