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ADULT LEARNING.
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Discusses transformative learning.... More...
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Paper Abstract:
Discusses transformative learning. How this method develops autonomous thinking in adult learners. Describes the educational, psychological, neurological and developmental theories of learning that promote transformative leaning. Psychological types. Self-directed learning. Multiple intelligences. Whole brain learning. Learning styles. Accelerated learning. Pro-active student and teacher roles. Benefits of transformative learning.
Paper Introduction:
ADULT LEARNING IN THE 21ST CENTURY
Imel (1998) describes transformative learning as a method of learning that develops autonomous thinking in adult learners; it is said to focus on how learners construe, validate, and reformulate the meaning of their learning experience. The purpose of this paper is to describe the educational, psychological, neurological, and developmental theories of learning for promoting transformative learning. To this end, the paper discuses several theoretical elements and dimensions of transformative learning including: self-directed learning, psychological types, whole brain learning, multiple intelligences, learning styles, accelerated learning, pro-active roles associated with students and teachers, and the benefits of transformative learning.
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And the result of the process, accordingto Taylor (1998) can create real-life changes in learners associated with anew way of thinking about themselves and others. According toMeier (2 ), when people learn the study skills that exactly match theirpersonal learning styles, they are learning the way that is most naturalfor them and as learning becomes more natural, it also becomesfaster(accelerated). In terms of the pro-active roles of students, Taylor (1998) statesthat in this regard, adult students must come to understand that it is theywho are responsible for the acquisition of knowledge. testing, is far too limited, and proposes eightdifferent kinds of types of intelligences to account for a broader rangeof human potential in both children and adults. References Dirkx, J. Multiple Intelligences Developed by Gardner (1983), another of the major theories impactingadult development in the 21st century is the theory of multipleintelligences. The purpose of this paper is to describe theeducational, psychological, neurological, and developmental theories oflearning for promoting transformative learning. ADULT LEARNING IN THE 21ST CENTURY Imel (1998) describes transformative learning as a method of learningthat develops autonomous thinking in adult learners; it is said to focus onhow learners construe, validate, and reformulate the meaning of theirlearning experience. NY: McGraw-Hill. Rethinking innateness. al (1997) state, in most highervertebrates (humans), brain systems interact together as a whole brain withthe external world. Knowles, M. (1991). S. 2. Transformative learning in adulthood. These intelligences are:linguistic intelligence (word smart); logical-mathematical intelligence(number/reasoning smart); spatial intelligence (picture smart); body-kinesthetic intelligence (body smart); musical intelligence (music smart);interpersonal intelligence (people smart); intrapersonal intelligence (selfsmart); and naturalistic intelligence (nature smart). To this end, the paperdiscuses several theoretical elements and dimensions of transformativelearning including: self-directed learning, psychological types, wholebrain learning, multiple intelligences, learning styles, acceleratedlearning, pro-active roles associated with students and teachers, and thebenefits of transformative learning. This critical reflection then lead to a transformation in theirperspective. ED 423 426). (1983). The accelerated learning handbook. Meaning schemes were said to change with the addition and/orintegration of ideas in existing schemes and that part of the process was adisorientation often triggered by a life crisis or major life transition(e.g., retirement). M. And in the sense ofbeing one among a community of learners, theirs is a shared responsibilityaimed at constructing and creating the conditions under whichtransformative learning can occur. Self-directed learning: A guide for learnersand teachers. Rationality was strongly emphasized in Mezirow's (1991) originaltheory such that meaning schemes were based on a rational reconstruction ofexperiences and said to include processes of self-examination, criticalassessment of assumptions, the recognition that others have had similartransformative experiences, the exploration of new roles or actions, thedevelopment of an action plan along with the acquisition of the knowledgeand skills need to implement the plan, the actual implementation of theplan, the development of competence and self-confidence in the new roles,and the integration of the new perspective into the learner's life.Clearly, the phases associated with Mezirow's notions of learning werebased on the assumption that it was a rational, analytical and cognitiveprocess. Theories of Transformative Learning In its initial stages, the theory of transformative learning,developed by Mezirow (1991), consisted of a focus on the ways in whichadult learners derive meaning from their learning experiences withMezirow's model rooted in psychoanalytic theory and critical social theory.Mezirow stated that in order for adult learners to change their "meaningschemes" (specific beliefs, attitudes and emotional reactions) in thelearning context, they needed to reflect on the material in a criticalmanner. More functional strategies and resources for taking action andgaining control over their lives. Knowles (1998) statesthat self-directed learning is absolutely crucial to a modern dayunderstanding of transformative learning and defines it as that whichoccurs when the learner initiates the learning. ERIC Digest,2 (ERIC Document Reproduction Service No. Accelerated Learning and Learning Styles Based on Gardner's (2 ) theories of multiple intelligence,theorists have held that every person has an individual preferred way oflearning (learning style) that suits him or her best. Information Series No. Fundamental changes in the way learners see themselves and theirlife assumptions. SanFrancisco: Jossey-Bass. New York: Basic. ERIC Digest, 223 (ERIC Document Reproduction Service No. Taylor, E. Elman, Bates, Johnson, Karmiloff-Smith, Parisi and Plunkett(1997) have noted that prior research has mostly concerned itself with thespecialized functions of the left and right hemispheres, leading to leftand right hemisphere teaching. In this regard, there has emerged anapproach called "whole brain learning" which is described fromneurolinguistic descriptions of the functions of the brain's left and righthemispheres. Benefits As noted in this paper, transformative learning occurs when learnersreassess personal assumptions and examine whether their present beliefs,attitudes, and behaviors are satisfying them. The goal here is make studentsfeel like a community of sorts in which there is a sharing of experiences.The teacher is not a director or even a group facilitator, but rather justa member of the community. Mezirow, J. (2 ). However, recent research suggests that such an approach does notreflect how the brain learns, nor how it functions once learning hasoccurred. Whole Brain Learning Neurological theories have been an important part of the generaltransformative learning model. To the contrary, Elman et. The learner selects and carries out his or her own learninggoals, objectives, methods and means to verifying that the goals were met Psychological Types According to Dirkx (2 ) another element of contemporary theories oftransformative learning has to do with the notion that individuals fallinto certain categories or types psychologically with respect to how theylearn and what is required for them to maximally participate intransformative learning. This theory suggests that the traditional notion ofintelligence, based on I.Q. Transformative learning and the journey ofindividuation. However, the teacher is called upon to be pro-active in terms of setting the stage for transformative learning by actingas a role model and demonstrating both a willingness to learn and changevia an expansion and change in understandings of the subject matter andinstructional practices as they relate to the subject matter. The theory and practice of transformativelearning: A critical review. At least some learnersgain an enhanced sense of spirituality as well as a stronger feeling ofbeing involved in a process of knowing that is more intuitive thanrational. t. Pro-Active Roles of Students and Teachers The pro-active roles of both adult students and teachers have beendiscussed by Taylor (1998) who points out that the primary role of theinstructor is to establish a climate that fosters trust and facilitates thedevelopment of relationships among students. This fact is referred to as "whole brain learning" andnew instructional methods and techniques (whole brain teaching) are beingdeveloped and implemented that tap into the way the whole brain learns. (2 ). Greater compassion for others; and 5. However, Taylor (1998) also reports less common outcomes mentioned inthe general literature on transformative learning. Frames of Mind: The Theory of MultipleIntelligences. In general, Taylor statesthat the beneficial outcomes of the transformative learning experienceinclude: 1. MA: Cambridge Books. An empowered sense of self and an increase in self-confidence innew roles and relationships. W. (1998). Meier, D. Gardner, H. It is held that in order for adult education tobe maximal, there must be an integrative, comprehensive approach toinstruction in the transformative learning situation, and this approachmust be based on a philosophical framework comprised of psychological typesand domains of knowledge, teaching strategies and methods. Columbus: ERICClearinghouse on Adult, Career, and Vocational Education and Training forEmployment, College of Education, Ohio State University Press. 4. Rational processeshave been de-emphasized. (2 ). In more recent formulations of his theory, Gardner (2 ) expandsupon the implications of multiple intelligences theory for education,noting that in our culture, the educational system focuses primarily onlinguistic and logical-mathematical intelligence and needs to moreemphasize the other intelligences. New York: Basic Imel, S. These learners often speak of an increased sense of safety,openness and trust. Further,discernment as a learning process has been added to the general model as acatalyst for the individual's realization that old patterns or ways ofperceiving are no longer relevant and new ways of perceiving must beadopted and integrated. Intelligence Rearmed: Multiple Intelligences forthe 21st Century. ED448 3 5). Transformative dimensions of adult learning. Cambridge, MA: MITPress. (1997). However, Imel (1998) points out that Mezirow's theory has beengreatly refined and expanded upon over the last decade. Self-Directed Learning Regarding more contemporary models of transformative learning, one ofthe key elements has been self-directed learning. 3. Elman, J., Bates, E .A., Johnson, M., Karmiloff-Smith, A., Parisi,D., & Plunkett, K. Gardner, H. A new sense of connectedness with others. (1998). In this regard,"initiating learning" means the learner is actively engaged in making thedecisions about what learning/training and development experiences willoccur, and how. Such a frameworkis said to not only transmit knowledge and skills, but also to facilitatecommunicative knowledge and foster self-directed learning itself. Similarly, there has also been less of an emphasisupon critical reflection and a greater emphasis placed on creativethinking, intuitive processes, and emotional processes. This self-reflection helpslearners prepare to take action. 374. (1998). Many adult educators are said to beredesigning policy and philosophy to accommodate this notion and focusingon the various and different ways the theory advocates for teaching to allintelligences associated with human learning.
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