Transformative Learning Essay Example for Free

Transformative Learning Essay Transformative learning is defined as â€Å"a process of getting beyond gaining factual knowledge alone to instead become changed by what one learns in some meaningful way.†(Wikipedia).     Michael Tsao, Kasuyo Takahashi, Jamal Olusesi, and Shikha Jain of the University of Georgia, defined transformative learning as, â€Å"learning to purposively question one’s own assumptions, beliefs, feelings, and perspectives in order to grow or mature personally and intellectually (Wikipedia). Transformative learning was introduced by Jack Mezirow in 1978 as an adult education but over the years, Susan Imel noted that it has evolved into a comprehensive and complex description of how learners construe, validate, and reformulate the meaning of their experience. † (Imel as cited by Mark Smith). According to Carrie Paechster, transformative learning does not only focus upon the transmission of existing knowledge but also acknowledges the importance of new knowledge being produced with in workplace communities.† (p8) He noted that â€Å"a role for a theory of instruction as well as the focus on the social processes, relationships, and resources that are needed to support learning.†(p. 68).   Paechter emphasized that â€Å"instruction in this sense involves ensuring that the goals of learning are clear and people are encouraged thinking beyond the immediate circumstances.† (p.68).   Thus, transformative learning has become an important option for individuals to have, and to experience as this could enhance one’s potentiality and the ability to cope with the increasing pressures of the day to day circumstances.   It is quite common that there are circumstances that sometimes difficult to handle especially when encounter engine trouble along the way with no one else to help.   This often poses problem not only in matters of schedule but in physical safety as well. International Association for Continuing Education and Training, Juanita S Stein and Shanan Farmer stated that transformative learning â€Å"opens door to substantial learning experiences that can be cultivated in a life long scope of practice† (p. 199).   They pointed further that transformative learning provides a perspective and can be associated with strategies that will cultivate an approach to reflective practice, cope with change, and create solutions that will be indigenous to the participants† (p.   199). Design and Implementation Since there are not many resources for an established design and implementation of transformative learning in the university context, here is a practical design and implementation of transformative learning in the university context. The university will adopt a non formal yet practical education in basic and practical know-how which offers basic knowledge and skills in the following fields of experience: Car engine trouble shooting, plumbing and basic life saving technique. This course is designed to equip and empower students to handle unexpected problem by them particularly in a situation where help is not possible. This course is a two months program which classes are to be held every afternoon on Saturdays. The concept of this program was derived from an information relates by Fordham University at an international conference in Williamsburg USA in 1967, about a growing â€Å"world educational crises† Non formal Practical education will offer practical education which aim not only theoretically well feed but also practically well rounded. This short-term program has to be adopted by the university as an arm of the university in helping out-of-school youth and adults.   This will be offered free of tuition fee except of miscellaneous expenses.   All applicants of this program must present requirements such as birth certificate, residence certificate, endorsement of the local community officials and good moral character from previous school attended for out-of-school youth.   Those who can complete the program will be given certificates of compliance which he can use in applying for a job and for any purpose it may serve him or her. The classes will be held every Saturday afternoon within the duration of four months during regular classes, and two months during summer classes in which classes are held during Saturdays and Sundays. Critical Discussion of the Design and Outcome Non-formal education is a two-month course designed to provide students a new perspective, a new experience that will help them ‘cope with change and create solutions that will be indigenous to the participants.’ In this course, the experience that the students get will help them realize that they have potentials and they could explore based on this new experience. As they ponder upon their lives, they will come to know themselves in terms of their potentials.   As Jack Mezerow defines transformative learning, â€Å"it is the process by which we transform our taken-for-granted frames of reference† (as cited in Eric Digest).   That is, perspective mindset, habits, and mind to make them more inclusive, discriminating, open, emotionally capable of change, and reflective so that they generate beliefs and opinions that will prove more time or justified to guide actions. By participating in the non-formal practical education, as Nancy Franz stated, â€Å"the goal of transformative learning theory is the empowerment through critical reflection for a more participating learning society; the participants are expected to become socially involved particularly if anyone is need of help.   This non-formal practical education is designed to equip and empower participants with practical know-how.    It means that the participants develop a new meaning or perspective of their experience from a new context derived from triggering events and through conversation with others to assess and justify their own assumptions. Thus, transformative learning has become important thing for every adult individual to have and to experience as this could enhance one’s potentiality. Reflection Most of the students who have undergone non-formal practical education are quite confident and has developed a sense of self-worth knowing that they are not only professional who are experts in office or business related matters.   Confident that in a sense, they knew that within them are the technical skills they have developed out of their new experience. The knowledge that they got from this experience have transformed their minds from a helpless-need help individuals at particular circumstances to-do-it myself attitude.   The transformation of their mindset has enable them to face and to cope up with day to day real life challenges with a sense of pride that they could handle even the worst case scenario. Most of all, the program give the students a hope and an opportunity to gain skills which they can use in order to survive in this world.    Work Cited Franz, Nancy 2007. Adult Education: Theories Informing Cooperative Extension’s Transformation.   Journal of Extention. http://www.joe.org/200/February/a1.shtml. Stein, J Farmer, S. 2004.   Connotative Learning: The Trainer’s Guide to Learning Theories and Their Practical Application to Training and Design. International Association for Continuing Education and Training.   USA: Kendall Hunt    Paechter, Carrie 2001.   Knowledge, Power Learning.   London: Sage Publication    Smith, Mark 2007.   Infed. http://www.infed.org/biblio/b-nonfor.htm ‘Transformative Learning in Adulthood.’ ERIC Digest no. 200. http://www.ericdigests.org/1999-2/adulthood.htm