Transformative Learning

Rethinking Self-development Practices at Work in an Increasingly Insecure and Ever-changing Environment: A Case Study to Explore some Theoretical and Practical Contributions of a Post-modern Approach to Adult Education

by Michel Alhadeff-Jones

Alhadeff, M. (2001). Rethinking Self-development Practices at Work in an Increasingly Insecure and Ever-changing Environment: A Case Study to Explore some Theoretical and Practical Contributions of a Post-modern Approach to Adult Education. In E. Lourenço (Ed.) Wider Benefits of Learning: Understanding and Monitoring the Consequences of Adult Learning (pp. 204-213). Lisbon (Portugual): ESREA & Universidade Lusófona de Humanidades e Tecnologias.

The main purpose of this paper is to explore some theoretical and practical contributions of a post-modern approach to... more The main purpose of this paper is to explore some theoretical and practical contributions of a post-modern approach to Adult Education. To put forward the relevance of such a theoretical framework to think wider benefits of Adult Learning, our analysis will be based on a case study which is representative of contemporary work environment. This study will focus on the main stakes of a self-development training offered to employees to cope with insecurity and uncertainty featuring an organizational restructuration.

First, I will introduce the assumptions of a post-modern position. Then, the main stakes of a self-development training will be shortly introduced. The third part of this paper will bring to light some of the main limits of such an educational practice, looked upon as a prototypical 'modern' practice. The fourth part will draw some practical and theoretical considerations, inspired by a post-modern view, to rethink this kind of training. Finally, this paper will introduce some wider benefits and some limits inherent to a post-modern view in Adult Education.

Les Enjeux de la critique dans le paysage anglo-saxon de l'éducation: petite course à travers champs

by Michel Alhadeff-Jones

Alhadeff, M. (2002). Les Enjeux de la critique dans le paysage anglo-saxon de l'éducation: petite course à travers champs. Pratiques de Formation / Analyses, n°43, pp.131-144. Paris: Université de Paris VIII.

Cet article est le premier texte à introduire en langue française un aperçu général des courants critiques développés... more Cet article est le premier texte à introduire en langue française un aperçu général des courants critiques développés depuis une quarantaine d'années dans les Sciences de l'éducation de langue anglaise. Il s'articule en trois parties. La première introduit les fondements théoriques caractérisant trois courants dominants: Le Critical Thinking Movement, les Critical & Radical Pedagogies, et le courant du Transformative Learning. La seconde partie problématise ces développements en reprenant les tensions épistémologiques qui caractérisent les débats sur la critique en éducation apparus au cours des années 1990 aux USA. Finalement, la nature et la portée du champ évoqué sont revisitées à partir de cinq axes de questionnement transversaux: les enjeux inhérents à la définition d'une posture critique; les qualités inhérentes au penseur critique; les enjeux propres au développement et à la transmission d'une telle posture; les options méthodologiques privilégiées pour les étudier et, finalement, les présupposés mobilisés pour fonder les démarches de recherche et de formation développées. La conclusion de l'article interroge la pertinence de développer un cadre de compréhension permettant de penser la pluralité des conceptions de la critique en éducation. De même, la dimension implicite des théories de la critique en éducation et la légitimité inhérente à l'institutionnalisation d'un tel champ de recherche apparaissent finalement comme un enjeu de débat à encourager dans le champ francophone des Sciences de l'éducation.

Rethinking Transformative Learning and the concept of ‘Critical Reflection’ through the Paradigm of Complexity

by Michel Alhadeff-Jones

Alhadeff, M. (2003). Rethinking Transformative Learning and the Concept of ‘Critical Reflection’ through the Paradigm of Complexity. In C. Aalsburg Wiessner, S. Meyer, N. Lloyd Pfhal, P. Neaman (Ed.) Proceedings of the 5th International Transformative Learning Conference (pp. 20-26). New York: Teachers College, Columbia University.

Taking as a point of departure the diversity of writings developed around the concept of “Critical Reflection”, this... more Taking as a point of departure the diversity of writings developed around the concept of “Critical Reflection”, this paper outlines various ways to organize them beyond the traditional epistemological, theoretical and practical compartmentalizations. Through the introduction of seven principles illustrating the Paradigm of complexity (Edgar Morin), a heuristic approach is proposed to revisit one’s own look on such a field.

Rethinking the concept of ‘Critically Reflective Practice’ through the Paradigm of Complexity

by Michel Alhadeff-Jones

Alhadeff, M. (2003). Rethinking the concept of ‘Critically Reflective Practice’ through the Paradigm of Complexity: Some Epistemological, Theoretical, and Practical Issues. In D. Flowers, M.-Y. Lee, A. Jalipa, E. Lopez, A. Schelstrate, V. Sheared (Ed.) Proceedings of the 44th Annual Adult Education Research Conference (pp. 7-12). San Francisco, CA: University of San Francisco.

Taking as a point of departure the diversity of writings developed around the concept of “Critically Reflective... more Taking as a point of departure the diversity of writings developed around the concept of “Critically Reflective Practice”, this paper outlines various ways to organize them beyond the traditional epistemological, theoretical and practical compartmentalizations.
Through the introduction of seven principles illustrating the Paradigm of complexity (Edgar Morin), a heuristic approach is proposed to revisit one’s own look on such a field.

Beyond the Heterogeneity of Critique in Education: Researchers' Experiences of Antagonisms and Limits as Transformative Learning Opportunities

by Michel Alhadeff-Jones

Alhadeff-Jones, M. (2007). Beyond the Heterogeneity of Critique in Education: Researchers’ Experiences of Antagonisms and Limits as Transformative Learning Opportunities. In P. Cranton & E. Taylor (Ed.) Proceedings of the 7th International Transformative Learning Conference (pp. 1-6). Albuquerque, NM: University of New Mexico College of Education, Central New Mexico Community College.

This paper explores how dealing with diversity in educational research appears as both an epistemic process of... more This paper explores how dealing with diversity in educational research appears as both an epistemic process of knowledge construction, and a human experience involving collective and personal antagonisms. Considering the notion of "antagonism" and "limit" to describe the double binds inherent to scientific
practices, this reflection proposes a framework describing researcher's strategies to manage diversity.

Promoting scientific dialogue as a lifelong learning process

by Michel Alhadeff-Jones

Alhadeff-Jones, M. (2008). Promoting scientific dialogue as a lifelong learning process. In F. Darbellay, M. Cockell, J. Billotte & F. Waldvogel (Ed.). A Vision of Transdisciplinarity. Laying Foundations for a World Knowledge Dialogue (pp.94-102). Lausanne, Switzerland: Swiss Federal Institute of Technology Press.

The aim of this paper is to reconsider some of the stakes involved in the dialogue between sciences and between... more The aim of this paper is to reconsider some of the stakes involved in the dialogue between sciences and between scientists, considering it as a complex and critical learning process. Dialogue – as conversation, expression, performance and negotiation – can be conceived in several ways. It carries both an epistemic and an experiential side. It involves simultaneously heterogeneous theories and identities. Because it involves fragmented scientific languages, it also requires a shared vision. But above all, what seems critical to acknowledge is that dialogue is a matter of transformation. And because transformation is also a matter of learning, the promotion of dialogue between sciences should be perceived as a virtuous spiral involving: instrumental learning (to dialogue), communicational learning (what we mean by dialoguing) and emancipatory learning (to challenge our core assumptions about dialogue and sciences). Considering the evolution of sciences as a double process embedded in the production of knowledge and the self-development of researchers raises the question of how to conceive simultaneously the relationships between these two major stakes. From a practical point of view, considering scientific dialogue as a lifelong learning process would finally suggest the management of forums like the World Knowledge Dialogue (WKD) as a privileged educational opportunity to be designed following what is known about science as a social practice and about researchers as adult learners. Based on the first edition of this forum, four suggestions are finally considered: favoring heterogeneity; valorizing formal knowledge as well as lived experience; acknowledging the learning dimension involved in the process of sharing; and confronting professional experience with knowledge produced about sciences.

Transformative Learning, Sustainability and the Issue of Time

by Michel Alhadeff-Jones

Alhadeff-Jones, M. (2009, November). Transformative Learning, Sustainability and the Issue of Time. In M. Alhadeff-Jones (Chair), International Perspectives on Transformative Learning and Sustainability. Panel conducted at the 8th Transformative Learning Conference, Bermuda.

This text is a transcript of the communication I made on November 19th 2009 to open the international panel... more This text is a transcript of the communication I made on November 19th 2009 to open the international panel "Perspectives on Transformative Learning and Sustainability", conducted at the 8th Transformative Learning Conference in Bermuda.

This communication suggests that one of the challenges of the promotion of social and environmental sustainability has to do with the fact that – to be embraced – it requires the ability to connect past, present and future. Promoting sustainability challenges the way we relate to time, the way we perceive and interpret the temporality of our lives, as well as the lives of future generations. Considering the specificities of the temporalities associated with the process of globalization, this communication invites one to question the political nature of a reflection on time and the the current assumptions about the temporality of transformative learning.

Sustentabilidad empresarial y aprendizaje transformativo: orientaciones para la administración por valores

by Jimmy Zambrano R.

Aprendizaje transformativo, aprendizaje adulto, sustentabilidad empresarial, Ecuador, Dimensión Empresarial

Este artículo tiene como objetivo contribuir con el debate de la Responsabilidad Social Corporativa (en adelante RSC)... more Este artículo tiene como objetivo contribuir con el debate de la Responsabilidad Social Corporativa (en adelante RSC) y sus implicaciones en el desarrollo de empresas sustentables. Esta contribución se articula desde la revisión de la realidad del emprendimiento ecuatoriano según el censo del 2010 y el planteamiento de un marco teórico conformado por integración de la administración por valores y el aprendizaje transformativo, que contribuya con el análisis de los problemas empresariales y socioambientales. Se propone la reorientación ética, desde la puesta a prueba de los presupuestos que sostienen la cultura y valores organizacionales, a partir de la reflexividad creativa colaborativa.

Biographical disjunctures: identifying disorienting experiences in the educational biography of adult educators

by George Koulaouzides

According to the theory of transformative learning, the start of a learning process which may lead to the... more According to the theory of transformative learning, the start of a learning process which may lead to the transformation of the frame of reference starts with a disorienting experience. A disorienting experience may be experienced during a crisis or during an important transition in the life of a person. A personal experience which usually leads to transformation is related with the confrontation of an atypical situation (the nature of which may oscillate between shallow distress to trauma) or with a personal testimony which is challenging to our individual or social meaning schemes. In any case, such an experience is triggering a process which leads to the reformation and the reconstruction of our personal beliefs and practices towards a new schema of perception and existence.
The aim of this paper is to present the outcomes from an empirical qualitative research which explored the relationship between disorienting experiences in the lives of adult educators and their present understanding about the role of the adult educator. For the scope of our research a purposeful sample of fifteen adult educators was selected. The principal method of collection was through a biographical interview. For the specific group of adult educators who participated in our research we argue that the existence of specific disorienting experiences influenced their perception about their role as adult educators towards the adoption of a facilitative understanding about it.

Divergence and convergence in transformative learning: insights from the “Old Continent” and the “New World”

by George Koulaouzides

This paper is an extensive literature review. Its first aim is to
explore which views carry prevailing ideas in... more This paper is an extensive literature review. Its first aim is to
explore which views carry prevailing ideas in the advancement of
transformative learning in North America and, second to compare them with the ideas of European writers in the field.

Human Rights Education in Australia: Reflections on the Meaningful Application of Rights and Values in Practice

by Elizabeth Branigan

Human rights are statements of values and putting them into practice can present a range of challenges. In Australia,... more Human rights are statements of values and putting them into practice can present a range of challenges. In Australia, these challenges are compounded by the widespread belief that human rights are only at issue somewhere else. In 2006 human rights legislation entitled the ‘Charter of Human Rights and Responsibilities Act’, based on the British Human Rights Act, was introduced in the Australian state of Victoria, locating the acknowledgement of, and respect for, civil and political rights firmly ‘in our own backyard’. The Australian Centre for Human Rights Education (ACHRE) developed a teaching and training programme to assist the implementation of this legislation. In this practice note we analyse how ACHRE has used education to advance the civil and political rights covered by ‘the Charter’ from guiding principles into practical applications in organizational settings. We explore the pedagogical approach by reviewing teaching and learning materials and participant responses to activities. We evaluate how effective the programme is in achieving understandings of how to apply human rights in local organizational contexts. We argue that the methodology is strengthened by using a human rights based approach to the design, documentation and application of course materials. This approach offers the potential for wide scale application of human rights values and principles in organizational settings. Importantly, it develops an understanding of human rights as relevant in local contexts.

HOW TO LISTEN TO THE MULTIPLE VOICES OF THE ADULT LEARNERS? AN EXAMPLE.

by Evelin Tamm

An abstract

Contemporary adult educators emphasise the importance of the learners in the process of... more An abstract

Contemporary adult educators emphasise the importance of the learners in the process of learning (Jarvis, Holford, Griffin 2001). The information age has changed the role of the educators and the learner centred approaches have become dominant. Self-directed learning as a subject of research has been on the fore front for educational theorists starting from the 1960s (Hiemstra 1994; Jarvis, Holford, Griffin 2001).

Research shows that self-directed learner is more the aim than the starting point of adult education (Cranton 1994; Merriam 2004; Taylor 1997). Educator’s role is to facilitate the learner in the process of becoming critical, reflective and emancipated (Jarvis, Holford, Griffin 2001; Mezirow 2000).

Research in adult education outlines that there are differences in the participation in the lifelong learning between the groups of learners: some groups are excluded of the learning and for many the education provided is not motivating (Bhatti 2006; Preece 2001).

Muted groups are in many cases out of the focus of the provision of learning opportunities although should be on the contrary in the very centre of the interest of adult educators. One of the main issues of the adult educators of today is therefore the question of:
How to listen to the multiple voices of adult learners in order to understand their individual learning needs?

This paper aims at introducing my experience in implementing the voice-centred approach as a qualitative research method in the adult education (also look at the works of Balan 2005; Doucet & Mauthner 2001; Kiegelmann 2000; Woodcock 2005) to other practitioners and researchers. “The voice-centred relational method represents an attempt to translate relational ontology into methodology and into concrete methods of data analysis by exploring individual narrative accounts in terms of their relationships to the people around them and their relationships to the broader social, structural and cultural contexts within which they live. “ (Doucet & Mauthner 2001,5)

Using the voice listening approach I analysed the discourse of the adult learners to find out the supportive factors of transformative learning in the workplace. I conducted in depth interviews with 17 women working in the second biggest bank in Estonia. Using Listening Guide 4 steps (Gilligan 2003, after Kiegelmann 2000) the data was analysed accordingly.

The analyse shows that the working life has transformative influence on the working women and that most of the transformative learning takes place hidden of the formal training activities during informal social interaction and networking.

Based on the research I describe some of the activities to support the women in transformative learning processes at their workplaces and reflect on my experience in using the voice-centred relational method.

References
Baer, J. (1998). Muted Group Theory by Cheris Kramarae. [2008, January 2]. http://www.colorado.edu/communication/meta-discourses/Papers/App_Papers/Baer.htm
Balan, B. N. (2005). Multiple Voices and Methods: Listening to Women Who Are in Workplace Transition. [2006, March 22]. http://www.ualberta.ca/iiqm/backissues/4_4/PDF/BALAN.PDF.
Bhatti, G. (2006) Social justice and non-traditional participants in higher education: a tale of “border crossing”, instrumentalism and drift, in Vincent, C. (Ed.), Social Justice, Education and Identity, London: Routledge.
Cranton, P. (1994) Understanding and Promoting Transformative Learning. A Guide for Educators of Adults. San-Francisco. Josey-Bass.
Doucet, A. & Mauthner, N. (2001) Voice, reflexivity, and relationships in qualitative data analysis: Background paper for a workshop on "Voice in Qualitative Data Analysis. Data analysis: A neglected area?" , [2008, January 2], http://www.coe.uga.edu/quig/doucet_mauthner.html
Merriam, S. B. (2004). The Role of Cognitive Development in Mezirow's Transformational Learning Theory, [2006, February 22] , http://search.epnet.com/login.aspx?direct=true&db=aph&an=14744892 .
Hiemstra, R. (1994) Self-directed learning. In T. Husen & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education (second edition), Oxford: Pergamon Press.
Jarvis, P.; Holford, J.; Griffin, C. (2001) The Theory and Practice of Learning, London: Kogan Page.
Kiegelmann, M. (2000) Qualitative-Psychological Research Using the Voice-Approach. [2006, March 22]. http://www.qualitative-research.net/fqs-texte/2-00/2-00kiegelmann-e.htm.
Mezirow, J. (2000) Learning to Think Like an Adult: Core Concepts of Transformation Theory. In Learning as Transformation. Critical Perspectives on a Theory in Progress. Ed.Mezirow, J. and Associates. San Francisco: Josey-Bass.
Preece, J. (2001) Implications for including the socially excluded in the learning age. Jarvis, P. (ed.), The age of learning: education and knowledge society. London: Kogan Page.
Taylor, E. W. (1997) Building upon the Theoretical Debate: A Critical Review of the Empirical Studies of Mezirow`s Transformative Learning Theory, [2006, January 15], http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ555009.
Woodcock, C. (2005) The Silenced Voice in Literacy: Listening beyond Words to a “Struggling” Adolescent Girl, Journal of Authentic Learning, Volume II, Number 1, September 2005.

Haigh, M. 2011. Transformative Learning for Global Citizenship: turning to Turquoise (Editorial). Learning and Teaching in Higher Education (LATHE) 5, pp 7-16 [ISSN 1742-240X]

by Martin Haigh

Why learning organisations do not transform

by Deborah Blackman

Catering to customers or cultivating communicators? Divergent educational roles of communication centers

by Roy Schwartzman

Schwartzman, R., & Ellis, E. D. (2011). Catering to customers or cultivating communicators? Divergent educational roles of communication centers. International Journal of Humanities and Social Science, 1(17), 58-66.

To remain sustainable in an atmosphere of shrinking budgets and curricular retrenchment, oral communication... more To remain sustainable in an atmosphere of shrinking budgets and curricular retrenchment, oral communication instruction via communication centers on college and university campuses must satisfy several constituencies. How can communication centers meet stakeholder interests driven by different paradigms of higher education? This study examines how student clients (n = 29) and peer consultants/tutors (n = 11) characterize their educational experiences at communication centers in responses to open-ended surveys. Thematic analysis using grounded theory reveals two divergent perceptual frameworks: a transactional paradigm geared to pleasing consumers and a transformational paradigm oriented to persona development and self-sufficiency. Reconciliation of these potentially conflicting perspectives may enable communication centers to meld effective instruction with efficient service.

Transformative learning and human rights education: Taking a closer look

by Felisa Tibbitts

Are we missing the potential of action research for transformative change in medical education?

by Gurmit Singh

Co-authored with Dr John Sandars & Dr Maggie McPherson

This article will describe the essential aspects of action research and how it can produce transformative change,... more This article will describe the essential aspects of action research and how it can produce transformative change, discuss how action research has previously been used in medical education and suggest ways in which the transformative potential of action research in medical education can be fully realised.

A Model of Transformative Collaboration

by Ann Swartz

Co-authored with Jacqlyn Triscari

Abstract

Two collaborative writing partners sought to deepen their understanding of transformative learning... more Abstract

Two collaborative writing partners sought to deepen their understanding of transformative learning by conducting several spirals of grounded theory research on their own collaborative relationship. Drawing from adult education, business, and social science literature and including descriptive analysis of their records of activity and interaction throughout a writing project, this article exhibits a comprehensive model of collaboration that integrates both transformative learning and dynamic/complex adaptive systems perspectives.

An Irish Spiritual Pilgrimage and the Potential for Transformation

by Ann Swartz

Co-authored with Mira C. Johnson and Elizabeth Tisdell
Proceedings of the 50th Adult Education Research Conference, 2010, pages 212 - 218.

This paper discusses spiritual pilgrimage from a cultural-spiritual perspective on transformative learning, and... more This paper discusses spiritual pilgrimage from a cultural-spiritual perspective on transformative learning, and analyzes the experiences of the three co-authors via an autoethnography methodology.

The purpose of this autoethnographic research was to explore the possibilities for
transformative learning within the spiritual/cultural experience of pilgrimage.  Several writings
within and beyond adult education address transformative learning (TL) in relation to spirituality
as it intersects with culture and/or environment  (Brooks, 2000; Dei, 2002; Kovan & Dirkx,
2003; Miller, 2000; Tisdell, 2003, Taylor, 2008), and women using story for change  (Wiessner,
2005). Davis (2007) presented research on experiential learning via Holy Land pilgrimage of 40
pastors.  But there is little research using the cultural-spiritual perspective of transformative
learning.  Neither has an anthropologic perspective been incorporated.  This research addresses
this gap, by centering three women’s stories of their pilgrimage to a holy mountain in Ireland
when they connected with place, history, story, spirit and each other.   

Is Complexity Science Embedded in Transformative Learning?

by Ann Swartz

Co-authored with Karin Sprow, 2010, Proceedings of the 50th Adult Education Research Conference, pages 461 - 467.

Abstract:  This paper discusses evidence that Jack Mezirow’s (1991) seminal
work on transformative learning... more Abstract:  This paper discusses evidence that Jack Mezirow’s (1991) seminal
work on transformative learning drew heavily from the precursors of complexity
science without making the connection explicit, a trend still present in the
transformative learning literature. The use of concepts from complexity theory
and its interdisciplinary contributors can improve our understanding of transformative learning and its development.