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Jack Mezirow’s Stages of Transformative Learning

Jack Mezirow’s Stages of Transformative Learning. Joe Milford Walden University 2014. Who I am:. My name is Joseph Victor Milford. I have a BA in English and Philosophy and an MFA in Creative Writing/Poetry. I have 13 years full time teaching experience on the college level.

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Jack Mezirow’s Stages of Transformative Learning

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  1. Jack Mezirow’s Stages of Transformative Learning Joe Milford Walden University 2014

  2. Who I am: • My name is Joseph Victor Milford. • I have a BA in English and Philosophy and an MFA in Creative Writing/Poetry. • I have 13 years full time teaching experience on the college level. • I currently teach for eCore with my faculty affiliation with the University of West Georgia. • Thanks for participating in my presentation!

  3. Who is Jack Mezirow?

  4. Four Ways, According To Mezirow, In Which Learning Can Take Place For Adults: • Expounding Upon Previous or Current Frames of Reference for the Learner • Acquiring unique and original frames of reference • Changing the points of view of the learner • Changing the habits of mind of the learner

  5. Transformative Learning Transformative Learning Theory is seated in the idea that the experiences of adult learners, as they age and subsequently mature, force them to develop new and significant structures of meaning as their experiences lead them into developing new perspectives about the world around them with the ability to critically reflect upon the ideas, belief systems, and assumptions of themselves and others. (Kasworm, C.E., Rose, A.D., & Ross-Gordon, J.M., 2010, pp. 77-79)

  6. The 10 Stages of Transformative Learning Although Mezirow proposed the initial ten phases of transformative learning (which I will be presenting in the next ten slides) in 1978, the theory has continued to evolve, with his work and the work of numerous other educational theorists, to the present day. (Kitchenham, A., 2008)

  7. Stage 1: THE DILEMMA • In this initial phase of the transformative process, an adult learner encounters a situation, conflict, assignment, catalyst, etc., which challenges his or her preconceived notions. Often, this situation can be one so powerful that the student becomes disoriented by it because his or her present assumptions are not capable of categorizing the experience.

  8. Stage 2: Self-Examination • Once the adult learner encounters the dilemma, he or she generally feels, according to Mezirow, a sense of guilt or shame. • This feeling results from the adult learner’s sense of confusion or apprehension based upon the new experience. • This pathos must be overcome for the learning process to continue.

  9. Stage 3: CRITICAL ASSESSMENT • Epistemic • Psychic • Sociocultural

  10. Stage 4: Recognition of Shared Experience • In this stage of transformative learning, the adult learner realizes that the difficulties of new experiences are shared by everyone, and everyone must overcome these difficulties in order to transform. • I view this stage as overcoming the ego, and in my personal experience, it is a moving away from self-pity into action.

  11. Stage 5: EXPLORATION • The adult learner explores new roles • The adult learner explores new options • The adult learner explores new problem-solving techniques • The adult learners explores new courses of action • The adult explores new bases of knowledge

  12. Stage 6: Planning • After researching new options for dealing with the new experience or dilemma, the adult learner can choose new approaches to the problem and then plan a course of action for dealing with it. • Empowerment of the individual

  13. Stage 7: Acquisition of New Knowledge • At this point in the transformative process, the adult learner begins to choose specific skill sets and approaches to the problem to use in a specific plan of implementation.

  14. Stage 8: Experimentation • At this point, the adult learner starts trying out his or her new roles or new plans of action in response to the dilemma. • Trial and error • Improvisation occurs • Skills must be honed through practice

  15. Stage 9: Competence and Confidence • Through the practice of new roles, ideas, knowledge, theories, critical approaches, actions, etc., the adult learner becomes proficient, and through this proficiency in new actions, he or she becomes confident; this confidence is crucial in overcoming the dilemma/new experience.

  16. Stage 10: REINTEGRATION • Through action, a new perspective or worldview is acquired by the adult learner • New perspective equals new conditions for the adult learner • The new conditions become integrated into the adult learner’s worldview • The transformation is completed through this reintegration

  17. Holistic Summary • In closing, Transformative Learning Theory is just one idea of how adult learning takes place. It does have its criticisms, but its basic postulation is that there are phases of development in learning from a dilemma are applicable to myriad situations in life, and this theory provides a common ground for all adult learners in terms of configuring their personal and shared life experiences.

  18. References: Clark, M. C., & Wilson, A. L. (1991). Context and rationality in Mezirow's theory of transformational learning. Adult Education Quarterly, 41(2), 75-91. Cranton, P. (1994). Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. Jossey-Bass Higher and Adult Education Series. Jossey-Bass, 350 Sansome Street, San Francisco, CA 94104-1310. Grabove, V. (1997). The many facets of transformative learning theory and practice. New directions for adult and continuing education, 1997(74), 89-96. Hall of Fame For Adult Educators. (2012). Jack Mezirow. [Photograph]. Retrieved from http://www.halloffame.outreach.ou.edu/2003/Mezirow.html

  19. REFERENCES: Imel, S. (1998). Transformative Learning in Adulthood. ERIC Digest No. 200. Kasworm, C.E., Rose, A.D., & Ross-Gordon, J.M.. (2010). Handbook of Adult and Continuing Education. Thousand Oaks, CA: Sage Publications. Kitchenham, A. (2008). The evolution of John Mezirow's transformative learning theory. Journal of transformative education, 6(2), 104-123. Mezirow, J. (2006). An overview on transformative learning. Lifelong learning: Concepts and contexts, 24-38. Mezirow, J. (1990). How critical reflection triggers transformative learning. Fostering critical reflection in adulthood, 1-20.

  20. References: Taylor, E. W. (1998). The Theory and Practice of Transformative Learning: A Critical Review. Information Series No. 374. Transformative Learning. (2010). Retrieved June 21, 2014, from http://www.transformativelearning.com/transformative-learning- mezirow

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