Concept Of Transformative Learning Research Articles

Transformative Learning as a Theoretical Field

The phenomenon of change, of transformation, is just as relevant today as it was in the seventies when the concept of transformative learning was first developed. One might even argue that transformation has gained even more significance globally. This journal issue is a timely inquiry into the current state of its theoretical development, and we are grateful for the opportunity to respond to the questions posed by the editors.

Towards a transformative health humanities approach in teaching the Sustainable Development Goals (SDGs)

The adoption of the United Nations' Sustainable Development Goals (SDGs) marks a significant shift in global political agendas, emphasising sustainability in various fields, including health. To engage meaningfully with sustainability,...

Vivid Ethnicity: A Mobile Museum for Transformative Engagement

ABSTRACT Several ethnic groups in Thailand consider themselves oppressed; arguably, Thai society lacks suitable platforms for multiple voices and perspectives. Vivid Ethnicity, a mobile museum constituted by Mahidol University, addresses this issue. Adapting Kenneth Burke’s concept of the “dramatistic pentad,” communication theory, and the concept of transformative learning developed by Jack Mezirow, Vivid Ethnicity creates a theory of exhibition geared toward critical thinking and creative praxis. Ethnographic performances combined with participatory workshops are shown to be key factors in opening up conversations and encouraging audience to construct their own meaning.

Exploring Transformative Learning through the Analysis of Visual Representations in Applicative Teaching

As contemporary culture is constantly inundated with visual information, the imperative need arises to educate young individuals in the proper processing and beneficial utilization of this information. This article attempts to integrate the concept of transformative learning with the methodological tool of analyzing visual representations from the Grammar of Visual Design. The primary aim is to propose a new approach to the visual material used in the learning applicative, present results and discussions, as well as implications and suggestions for the scientific community. Using the painting «Landscape with the Fall of Icarus» by Peter Bruegel as an example, this article attempts to present a new teaching proposition, highlighting the semiotics of the image as a transformative dilemma.

Designing a mock training workshop on poverty —Transformative learning as framework

AbstractTransformative learning has been widely discussed in the literature for challenging and reshaping learners' assumptions and beliefs. However, there is a gap in the practical demonstration of how transformative learning can be effectively designed and implemented in real‐world contexts. This design‐based study fills this gap by designing a mock training workshop for transforming learners' assumptions about poverty. Drawing on theoretical concepts of transformative learning, this study translates abstract theoretical points into practical activities. The study incorporates a comprehensive review of existing literature to identify the main components and phases of transformative learning and to gather practical strategies for designing learning activities. The resulting framework may guide scholars and practitioners interested in turning transformative learning theory into actionable interventions. The mock training workshop designed in this study centers around four main components: engaging in the experience, critical reflection, critical discourse analysis, and action taken. These components are strategically woven together to create a transformative learning journey for participants. By actively engaging participants in experiential activities, promoting critical reflection on their assumptions, analyzing the underlying discourses, and encouraging action‐oriented outcomes, the workshop seeks to challenge and reshape deeply held beliefs about poverty and other societal issues. The insights and strategies in this study can inform those interested in promoting social change and challenging long‐held assumptions through transformative learning interventions. Such insights and strategies can also be extended to other social issues, such as drug addiction, alcoholism, or tobacco use, offering practitioners a versatile framework for facilitating transformative learning in various contexts.

20대 남성의 반페미니즘 의식 학습과 전환학습

Objectives The purpose of this study is to examine the theoretical grounds that the anti-feminism consciousness of men in their 20s can be regarded as the result of transformational learning and the social conditions of the formation of anti-feminism consciousness.
 Methods To this end, we conceptually confirmed the social conditions of collective transformative learning by explaining the social phenomenon in which anti-feminism is formed and shared among men in their 20s as a framework for transformative learning and reviewing research and media reports in educational research and sociology.
 Results Anti-feminism consciousness learning of men in their 20s can be explained by the framework of transformative learning for the following reasons. First, the formation of anti-feminism consciousness can be explained by the concept of transformative learning in terms of learner reflection and the resulting change in identity. Second, the spread of anti-feminism consciousness through online communities can be seen as a result of collective transformative learning through discourse. Third, the case of the anti-feminism movement can be seen as expressed as social practice by solidarity of individuals who share the transition. In addition, the social conditions behind the formation of anti-feminism consciousness of men in their 20s are as follows. First, after the older generation, represented by the 386 generation, dominated the upper part of the job market, job competition intensified. Second, preferential policies for women were implemented, which were recognized as the result of ‘the meeting of gender and power’. Third, there was a trend of the times that forced the acceptance of masculinity as a potential perpetrator.
 Conclusions This study attempted to interpret social phenomena such as anti-feminism consciousness learning of men in their 20s as transformative learning theory. This is to expand the scope of existing learning theory research, which mainly limited learners to individuals, and to expand the horizon of learning research by targeting a group called generation. It is also meaningful in that it brings about a change in collective perspective by sharing individual experiences through discourse, and ultimately provides a conceptual basis for exploring the process of developing collective transformation into social practice.

How a New Learning Theory Can Benefit Transformative Learning Research: Empirical Hypotheses

Transformative Learning research and practice has consistently stalled on three fundamental debates: (1) what transformative learning is, and how it’s differentiated from other learning; (2) what the preconditions for transformative learning are; and (3) what transformative learning’s predictable and relevant outcomes are. The following article attempts two main feats: (1) to provide a re-organization of transformative learning theory through the work of Vygotskian cultural-historical activity theory, and a newly synthesized meta-theory of learning and development generally, and (2) to use that re-organized model to articulate empirical research questions and hypotheses that are more amenable to observation and analysis than the typical time and cost intensive methods available to most researchers studying transformative learning today. The newly synthesized model draws on historical work in cognitive, social, educational, and clinical psychology, and clearly articulates the dialectical nature between the environment and experience, and what is meant by classical transformative learning concepts such as cognitive-rational frame of reference shifts, self/soul inner work, critical reflection, imaginative engagement, and everything in between.

Preserving the Wonder of Stories: The Role of Reflection in Reading Education in Library and Information Science Programs

Building on the concept of transformative learning and exploring the role of reflection in graduate professional education, this article uses student and educator reflections from the graduate course on reading practices to narrate four stories of learning. These stories, structured based on the “4Ls” model of reflection, describe what was Learned and Liked in the course and what both the student and the educator Lacked and Longed for as a result of the course. An argument is made in support of not limiting Library and Information Science reading education to techniques and skills for providing reading suggestions (i.e., readers’ advisory) but for enriching this education with reflective exercises, a theoretical foundation of reading behaviors, and challenging intellectual and affective engagements that will contribute to a well-rounded practitioner education that facilitates the reading experience.

Transformative Authorship Through Critical Dialogue: Concepts, Theory, and Practice

This conceptual article deals with components and concepts of transformative learning, emphasizing the organization-level perspective on critical reflection. The discussion leans on the concept of transformative authorship and it is argued that it enables authoring processes through which professionals can recognize and recreate their routinized work practices. The aim of the research is to explore how professional experiences are integrated with reflexive, theoretical knowledge through critical dialogue. The authoring process of transformative authorship is illustrated with two complementary case studies from postgraduate health care education. In both cases, the learning tasks were designed as constructed objects by various instructional interventions where organizational contradictions or dilemmas were used as an inspiring premise for transformation. Transformative authorship was realized as the professionals’ reflexive awareness of their capacity to influence the intentional variation in their modes of action.

PEMBELAJARAN TRANSFORMATIF BERBASIS LITERASI DAN NUMERASI DI SEKOLAH DASAR

Transformative learning based on literacy and numeracy in elementary schools in thematic lessons from grades 1-6 can be implemented by providing stimulus to students. Literacy and numeracy are important skills that must be possessed by elementary school students to support their abilities in education, reach their potential, and participate in society. This article will review the concept of transformative learning based on literacy and numeracy for elementary school children. The theory of transformative learning and the concept of numeracy literacy are elaborated as the development of learning concepts because transformative learning does not only transfer knowledge but also makes changes, especially understanding literacy and numeracy.

Partnering with doctoral students in research supervision: opportunities and challenges

ABSTRACT Discourse regarding modern doctoral studies criticises the traditional notion of doctoral education as being too narrow to facilitate knowledge creation and transfer towards the knowledge economy. This study considered the pedagogical links to supervisory practices to enable transformative learning experiences. The study, grounded in the student–faculty partnership framework and transformative learning concepts, partnered five senior doctoral students with three faculty supervisors for more than a year to mentor junior research students through a variety of strategies. Through a qualitative exploratory research design, the data were collected using reflective journals and in-depth interviews with all participants to gain insight into the experience of this partnership. The findings indicated that the partnership provided an opportunity for students and partners to forge an identity, construct research knowledge in stimulating ways and engage in enactive and vicarious learning. Conversely, the challenges of this study included a lack of structure and power and credibility issues. The findings have important implications for doctoral supervision practices in that learning at the doctoral level is a social activity and supervisors play an important role in shaping such practices.

Transformative Learning and Medical Students Global Health Essays – A Qualitative Study

This article was migrated. The article was not marked as recommended. Purpose Transformative learning (TL) concepts are gaining prominence in medical education, specifically for global health components. Pre-elective essays are mandatory for final year medical students at a large UK medical school. This study considered what TL concepts were demonstrated in these essays.MethodA 10% sample of essays were anonymised and analysed for components of transformative learning. The components include disorienting expereince, emotional response, critical reflection, perspective change and commitment to further action.Results A sample was selected (N=40). The essays were coherent, 10% (4 out of 40) demonstrated 3 or more components of transformative learning with 1 essay demonstrating all components. There was evidence that students had transformative experiences.Critical reflection is the most demonstrated component (30%), followed by commitment to future action (8 of 40 essays - 20%), disorienting experience (7 of 40 essays - 17.5%), and emotional response and perspective change (both 3 of 40 essays - 7.5%).ConclusionSome students demonstrated that transformative learning had taken place, linked their elective placements and global health learning outcomes. Introducing transformative learning skills and attitudes prior to the elective, may facilitate deeper transformative learning during the elective itself, but future research is required to explore this.

TRANSFORMATIVE DIGITAL LEARNING IN THE CONTEXT OF HIGHER EDUCATION: COMPARISON OF TRADITIONAL AND TRANSFORMATIVE CONCEPTS

The topicality of the research problem is connected with transformative digital learning (TDL) in the context of higher education. The presence of technology in educational processes leads to a significant restructuring of the learning environment, promoting deep, strategic and personalized learning in lecturer-student collaborative teams, incorporating effective technology learning methods and learning to be based on new experiences and values creation. This article will review the issue of learning process in higher educational institutions focusing on traditional and transformative learning concepts. It is the preliminary result of on going applied research of RTA Research Institute for Regional Studies (RIRS).The aim of this article is to determine the necessity of learning process transformation in higher educational institutions analyzing proposals of experts from Latvian higher educational institutions and define the perspectives of TDL in the context of higher education. The research is based on two-part survey conducted for Latvian experts: 1) comparison of traditional and transformative learning concepts; 2) proposals for TDL perspectives and implementation. The results showed the necessity of learning process transformation, indicating the perspectives and its implementation problems.

Transformative Learning as a Ground-Up Approach to Sustainable Development: Narratives from Vietnam’s Mekong Delta

As the Vietnamese government continues to seek appropriate actions to move the national action on climate change forward, the emergence of grassroots sustainability initiatives has the potential to promote sustainability from the ground up. This paper reviews the current concepts of transformative learning (T-learning) and its importance through which some substantial linkages between T-learning and sustainability can be identified. It outlines the environmental changes in Vietnam’s Mekong Delta, which appear to serve as “disorienting dilemmas” that force the local people to learn and gradually transform their behaviors and lifestyle choices to align with a lowcarbon and sustainable development. In an ideal T-learning approach, the major beneficiaries are the small-scale farmers, women, and ethnic groups (learners). They learn by doing under the supervision of educators (experts) in field-based schools that offer real-life experience and encourage learners to shift from traditional farming practices to modern, eco-friendly agricultural models that promote local economic self-reliance and biodiversity conservation. The paper sheds new light on how a critical approach to education for sustainable development through T-learning is an appropriate form and why T-learning should be acknowledged as an important part of the broader approach to self-help, climate resilient development in vulnerable communities.

An Investigation of Occupational Therapists' and Physical Therapists' Perspectives on the Process of Change That Occurs among Clients during Rehabilitation, Including Their Use of Response Shift and Transformative Learning.

Purpose: A significant change in one's health status creates a process of change that has an impact on one's health-related quality of life. This process has been conceptualized in several theories, including response shift (RS) and transformative learning (TL). The purpose of this study was to investigate occupational therapists' and physical therapists' perspectives on the process of change that occurs in clients during rehabilitation. Method: An interpretive description approach guided this study. Five profession-specific focus groups were conducted. Participants were asked about their ideas, thoughts, and understanding of processes of change. Focus group discussions were recorded and transcribed. Data analysis was carried out using both inductive and deductive methods. Results: Participants were 14 physiotherapists and nine occupational therapists with 5-30 years of experience in rehabilitation settings. Participants recognized personal change in clients and noted that it involves many steps. They tried to facilitate this change by identifying signs of readiness. Without using theory-specific terminology, participants described observing and using concepts of RS and TL. Conclusions: Occupational therapists and physiotherapists play an important role in helping people learn to live with their chronic illnesses and disabilities. Further studies are needed to investigate how therapists can facilitate the process of change, including using RS and TL concepts and how this facilitation could improve clients' health-related quality of life.

Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach

Continued unsustainability and surpassed planetary boundaries require not only scientific and technological advances, but deep and enduring social and cultural changes. The purpose of this article is to contribute a theoretical approach to understand conditions and constraints for societal change towards sustainable development. In order to break with unsustainable norms, habits, practices, and structures, there is a need for learning for transformation, not only adaption. Based on a critical literature review within the field of learning for sustainable development, our approach is a development of the concept of transformative learning, by integrating three additional dimensions—Institutional Structures, Social Practices, and Conflict Perspectives. This approach acknowledges conflicts on macro, meso, and micro levels, as well as structural and cultural constraints. It contends that transformative learning is processual, interactional, long-term, and cumbersome. It takes place within existing institutions and social practices, while also transcending them. The article adopts an interdisciplinary social science perspective that acknowledges the importance of transformative learning in order for communities, organizations, and individuals to be able to deal with global sustainability problems, acknowledging the societal and personal conflicts involved in such transformation.

Transformative Learning and Professional Identity Formation During International Health Electives: A Qualitative Study Using Grounded Theory.

International health electives (IHEs) are widely available during residency and provide unique experiences for trainees. Theoretical models of professional identity formation and transformative learning may provide insight into residents' experiences during IHEs. The purpose of this study was to explore transformative learning and professional identity formation during resident IHEs and characterize the relationship between transformative learning and professional identity formation. The authors used a constructivist grounded theory approach, with the sensitizing concepts of transformative learning and professional identity formation to analyze narrative reflective reports of residents' IHEs. The Mayo International Health Program supports residents from all specialties across three Mayo Clinic sites. In 2015, the authors collected narrative reflective reports from 377 IHE participants dating from 2001 to 2014. Reflections were coded and themes were organized into a model for transformative learning during IHEs, focusing on professional identity. Five components of transformative learning were identified during IHEs: a disorienting experience; an emotional response; critical reflection; perspective change; and a commitment to future action. Within the component of critical reflection, three domains relating to professional identity were identified: making a difference; the doctor-patient relationship; and medicine in its "purest form." Transformation was demonstrated through perspective change and a commitment to future action, including continued service, education, and development. IHEs provide rich experiences for transformative learning and professional identity formation. Understanding the components of transformative learning may provide insight into the interaction between learner, experiences, and the influence of mentors in the process of professional identity formation.

The Medical School of the Catholic University of Croatia: Principles, Goals, Standards and Organization.

The proposed programme is introducing an original system of modern medical education that insists on developing humanistic aspects of medicine, patient-centred care and social accountability, while maintaining all competencies and knowledge levels that a physician should have according to the current understanding of medical education.

(Dis-) Locating the transformative dimension of global citizenship education

Despite a groundswell of evidence for transformative education, manifestos for ‘transformative pedagogy for global citizenship’ remain under-theorized and pay limited attention to implications for practice. This paper connects theory and practice through analyzing a curriculum development project that sought to produce a framework for ‘engaged global citizens’. It considers the political and philosophical framings of the self and other, citizen and world, that underlie this empirical work, especially with reference to reflexivity, hermeneutics, democratic engagement and co-production. The resultant pedagogical framework, based upon concepts of transformative learning, attempted to undercut the homogenizing tendencies within global citizenship education (GCE). This discussion highlights the tensions and reifying effects of educational frameworks such as the Teaching Excellence Framework in the UK and the proposed framework for ‘global competence’ in the 2018 Programme for International Student Assessment. Evidence is presented that frameworks which attempt to make explicit educational phenomena and processes are overdetermined by efficacy and metrics that become perverse ends in themselves. While the anticipated project output here was the framework itself, the substantive output was, in fact, practical: namely the ongoing deliberation and reflection upon the discourses that both do and undo the task of locating the transformative dimension of GCE.

Enterprise placements: factors which support learning and prolonged attainment in students

This article investigates the learning and academic attainment of undergraduate education students on enterprise placement projects in a longitudinal mixed-methods study. By observing the placement learning and analysing previous and subsequent attainment of a second- and third-year group it adds to the ontology of purpose for enterprise in education and concurs with the growing body of work identifying placements with sustained academic improvement. The qualitative investigation identifies five key learning factors from the placements which support improved academic attainment. These are: pressure to learn, critical personal learning events, seeing the setting as a learning environment, professional attachments, and having space to learn. These factors support the transfer of learning from one context or situation to another and using concepts of transformative learning or transitional learning, contributes to a cycle of increasing self-esteem and motivation and a sustained improvement in academic attainment. It concludes that a praxis curriculum, using self-assessments, continuous short (micro) reflections and taught awareness of the placement as a place to look for and recognise learning, would underpin these five factors and contribute to the academic processes underpinning attainment.