Transformational Learning : Transformative Learning

Mezirow (1991) states that a learner’s viewpoint is interrupted when faced with perplexing problems in regards to their Weltanschauung. He defines several steps and phases of transformational learning which gives the learner an adaptation of a new way of thinking (Mezirow, 1991). It’s important to know that transformational learning is based on our own reflection and how we interpret our experiences, ideas, and assumptions gained through prior learning. By looking deeper into ourselves we can reflect on the positive and negative outcomes of our behaviors.

Transformative learning is basically changing the way one thinks, feels, acts, and sees life now, as opposed to the past. It can have a small or huge impact on the way they see different aspects of their life. The four stages of the transformative learning process are: Recognizing a specific problem – this is when one would decide if there is a need for change. They would recognize that there is a problem and specifically what it is. Confronting the problem intensely – They would then avoid apprehension and immediately confront the problem, while remembering to consider all possible solutions.

This book puts emphasis on the transformation of an American citizen into a marine and the importance of sustaining the change. It is imperative because our war fighting ability depends on a lasting transformation not only during the time of the individual’s Marine Corps career but also when he or she returns to their civilian communities.

After explaining the more obvious obstacles that will need to be overcome, he then reinforces his earlier message that true education will need to be sought after and fought for by the individual. Perspectives will not change when everybody is playing it safe, and people are more content when ideas are not challenged because people do not usually appreciate boldness. He asserts that society will shape the students into what they want if the students do not stand for what they desire out of life.

It’s very important to develop yourself everyday, to think outside the box. I like Einstein observation, that “the significant problems we face today cannot be solved at the same level of thinking we were at when we created them”. In order to solve them we need to experience a reframing. I learned this lesson from one big training for leaders in Austria and now I was surprised to hear about this again. So it is really easy, if I want to get something bigger – salary, fame, recognition, fun, time – I need to start to do something differently. During one class at the Miami Dade College I was trying to figure out current problem, that separates me from next level of development and I decided to create a paradigm shift and change my environment for more successful people with positive emotions, to break with my traditions of spending time and old ways of thinking and find friends in more successful reality and avoid people with defensive pessimism. For this step it is important to have a fresh perspective or different viewpoint. It is clearly that each of my friends, co-workers, members of my family is a reflection of myself, my choices and my believes. Something in me wants to keep things as they are. But for getting to my dreams of being successful and effective in my personal life, in my relationship and my career, making myself healthier, happier and more effective, I need to do something differently.

Do you feel that transformative learning only applies to adult learners? Please explain. If not, how can the philosophy and strategies of transformative learning be applied to younger learners?

Transformative learning involves and enhanced level of awareness of the context on one’s beliefs and feeling, a critique of their assumptions and particular premises, an assessment of alternative perspective, a decision to negate an old perspective in favor of a new one or to make a synthesis of old and new, an ability to take actions based upon the new perspective and a desire to fit the new perspective into the broader context of one’s life”. In retrospective of transformative learning I have learned through experience that as an adult we must prioritize. Re-evaluate our lives to correct experience from occurring. The rationale for critiquing our lives is to make moral decision and to be productive citizens in society. Psychologists have evidence that learning starts as unconscious activity. In conclusion learning about ourselves according to Mezirow, 1991 can be the result either of thoughtful action based upon content (with self as object) process, or premise reflection. We can gain an enhanced sense of confidence from performing with increased competence through thoughtful instrumental action. As we journey through life it is a constant learning process

Transformational leadership. Burns (1978) is recognized as one of the earliest theorist on transformational leadership, who introduced transformational leadership over 30 years ago. Transformational leaders are perceived as leaders who uplift their employee morale, subsequently uplifting the entire organizational. Transformational leaders are known by their capacity to inspire followers to forgo self-interests in achieving superior results for the organization (Clawson, 2006). Avolio and Yammarino (2002) shared Bass’s explanation of transformational leadership as leaders who act as agents of change that stimulate, and transform followers’ attitudes, beliefs, and motivate from lower to higher level of arousal.

Another way organizations, particularly for-profit corporations, benefit from transformative learning is by promoting the exploration of new ideas. As companies try to squeeze out larger profits, in part by streamlining operational costs, one potential benefit of encouraging a transformative learning framework is that reflective thought may increase an

In Puerto Cabezas, Nicaragua, college students participate in a service learning project to earn college credits at a New York City community college. During this international service learning opportunity, students perform service work and conduct research to examine and address health and social problems in resource-poor communities. Students design and implement health education skits and workshops, conduct health assessments in local neighborhoods, and work at the local hospital. Program requirements include a daily journal, evening reflection groups, a report that communicates the results of student research and a final reflection paper which includes a plan for future action.

The meaning of the transformative paradigm is explained in four belief systems: axiology (ethics), ontology (reality), epistemology (knowledge), and methodology according to Mertens (2009). Furthermore, (Mertens, 2009) explains that axiology emphasizes human rights and social justice; ontology rejects cultural doctrine and acknowledges the impact and consequences of power and privilege in what is deemed real; epistemology advocates culturally competent relations between the researcher and community members; and methodology employs culturally

Joining Nepalese Student Association (NSA) was a very transformative experience for me as it help me cope with the stress of college by being with people that shared the same background as me, and in addition, I was also able to take part in activities that benefited the community. I worked and helped as a member of different teams within NSA to conduct different activities in George Mason. The most valuable and rewarding experience of being a member of NSA was during a recent tragic incident of earthquake in Nepal. We as a group were able to come together and support each other during that time of distress where many of our family members were still in Nepal. Also, we were able to generate and collect some fund by working together in Mason

The transformational approach is the one style I seek to incorporate into my future role as a teacher. One aspect stood out and that was what motivated him to strive to motivate others, that is he was inspired by leaders himself. Personally, I too am motivated by the examples of great leaders in my life. Through the mentors and leaders in my life, I have the desire to lead and motivate others. As my friend so graciously stated, God entrusts us all with a role and responsibility. Even though it is different for us all, one constant remains, if we can’t lead ourselves, then we can’t lead others. Overall, I am motivated by my friend to “lead people to see them be the person God has called, designed, and gifted them to be.” I am inspired to work with students to guide them to their full potential. Providing them the opportunity to see what they do not always see in themselves and molding in them values to

Being able to lead a group or someone is a very powerful action. Being a leader in general is very powerful. Leadership is an art that is painted, sculpted, and displayed in all sorts of ways. There are many different styles of leadership that correspond with different tasks. From transformational leadership to laissez-faire leadership, there are various styles throughout the continuum. A transformational leader is one of the best, more successful leadership style. When going down the continuum, the leadership styles only become less effective. Everyone also falls in distinctive categories when it comes to leading others. The leadership style that is displayed depends on the person leading and those who are being led along with the task.

Many researchers questions the role of transformative learning, and why researchers would even attempt to overlay this framework in such a historically inhospitable environment. For her part, Meyer (2009) concludes that organizations may greatly benefit from the emancipatory benefits of transformative learning. In doing so, she writes that certain factors are important for paving the way for transformative learning, but that actualizing these concepts may be more difficult (p. 50):