Alternative voices on transformative learning

Mezirow is considered the seminal author on transformative learning, but there have been many alternative voices both advocating and refuting the concepts that he presented. For example, Cranton (2000) is an advocate for transformative learning and suggests that self-directed learning, autonomy and critical thinking help to promote transformative learning and should be used in the learning environment to facilitate transformation. Newman (2012) rejects the concept of transformative learning and suggests that only if the person were to actually ‘change form’ could we correctly conclude that they had undergone a transformation. Instead, he suggests that when Mezirow and others are advocating transformative learning, what they are actually describing is what he would term ‘good learning’. He does not believe that the change in meaning schema and a way of looking at the world is part of a process that is ‘transformational’; rather he contends that it is simply part of a positive and expected learning process.

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This view is rejected by Merriam (2004) who suggests that transformative learning occurs when a more developed or mature mind-set or point of view replaces a previous one. Therefore, this interpretation of transformative learning implies that transformation does not require a change of form, but rather a change in how things are viewed by the individual. Mezirow was primarily focused on how adults viewed themselves and their world and therefore, the process of transformative learning does not actually require any change to the person or their circumstances, rather it is about how they perceive those circumstances and their place within them.

Taylor (2008:5) argues that “it is transformative learning theory that explains [the] learning process of constructing and appropriating new and revised interpretations of the meaning of an experience in the world”. He believes that transformative learning leads to the development of a more functional frame of reference, and thus a perspective transformation. This functional frame of reference could be interpreted as what Dewey referred to when promoting the importance of improved thinking as an outcome of learning. Taylor believed that Mezirow overlooked essential aspects of the transformative process including spirituality, positionality and emancipatory learning.

Brookfield’s (1987) critical reflection theory is closely aligned to the idea advanced by Mezirow, whereby he suggests that critical reflection causes the individual to reflect on their current assumptions and in doing so can be a catalyst for change for individuals, organisations and society. He argues that those who reflect critically are more self-aware and become more sceptical about the world around them. This scepticism can result in social action where the individual considers and imagines alternatives to the current assumptions that they and society hold. Critical reflection is likely to be part of how adult learners change their meaning schema.

The psychoanalytic view of transformative learning suggests that individuation, the process of discovering one’s true self, is a fundamental part of the transformative process. “Individuation involves discovery of new talents, a sense of empowerment and confidence, a deeper understanding of one’s inner self, and a greater sense of self-responsibility” (Boyd and Meyers, 1988; Cranton, 2000; Dirkx, 2000).

One of the most recent developments in the area of transformative learning is the neurobiological perspective which has been advanced by Janik (2005) who used medical imaging techniques to establish that physical changes can be identified in the brain when learning is occurring. This theory suggests that learning is most effective at higher cognitive

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levels and is also influenced by gender. While these physiological aspects of learning are of interest to this research given that they focus on the individual as opposed to the social or cultural factors and given my inability to measure such changes, it was not of particular use when analysing the data in this research.

The various theories that have been advanced have relevance for understanding transformative learning. However, all of these theories have one aspect in common, they are seeking to improve or discredit the initial ideas presented by Mezirow. As such, his ten phase of transformational learning are still of great relevance.

3.8 Chapter summary

Critically reviewing the literature provided an abundance of ideas and points of view. This allowed the author to better appreciate what studies had been undertaken in the past concerning part-time mature students, lifelong learning learners and higher education.

The review of the literature suggests that mature learners face higher levels of uncertainty around their ability to succeed, which is somewhat unusual given that they tend to perform better than their full-time counterparts do. Many mature learners are conscious of the advantages of attending higher education, but this is coupled with a range of obstacles that they face including financial problems, time management issues and apprehensions about how to attain a good work/life balance. Barriers to adults participating in HE were identified as widely researched with the majority of authors employing Cross’s (1981) classification of barriers: situational, institutional and dispositional when discussing these barriers. Situational barriers such as the stress of balancing work, college and personal life were noted to be areas of specific salience. Reviewing barriers related to institutional concerns, it was noted that college staff could be less sympathetic to adult learners than their younger counterparts. Additionally, the literature shows adult learners favour interactive and blended approaches to learning than the traditional didactic classroom teaching styles. Reading the literature, it was difficult to ignore the substantial impact that past educational experiences and personal circumstances play regarding adults participating in HE. The majority of the research identifies that negative experiences resulted in poor partaking in adult education. These negative experiences were identified as being secondary to poor interaction with teachers in school as well as poor familial support. The themes that came out of the literature shape the foundation of this research which ultimately seeks to explore how part-time mature students feel supported in becoming ‘lifelong learners’ in Irish Higher Education.

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Lindeman’s key assumptions about adult learners and the andragogy theory advanced by Knowles et al. were applied to this research. The educational theorists Dewey and Mezirow were used to inform the authors philosophy of education and provide the basis on their understanding of what education is, and should be, for mature part time learners is based. Various transformational theorists such as Taylor, Cranton, Newman and Janik have been reviewed and the relevance of their theories to this research established. In particular, the work of Mezirow will be used to determine the extent to which the mature part-time learner experiences which will be reported in this research validate or counter the ten phases of transformative learning that he suggests occur.

Such a review helped the author in recognising the proposed research design, which will now be discussed in the following section.

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Chapter 4 Methodology