Ten Phases of Transformation

Transformation as understood by Mezirow (1991, 2000, 2009) can begin with a ‘distorting dilemma’s/‘triggering event’. These are often in the form of a personal crisis, or sequence of events which through a process of learning activities will culminate in a change in the person’s self concept leading to a new perspective which then leads to action. Mezirow refers to theses various paths towards transformation as the major ‘catalytic event’ or as a process of ‘incremental transformation’. Similarly, Cranton (2006) speaks of the transformative process as being ‘provoked by a single dramatic event, a series

104

of almost unnoticed cumulative events, a deliberate conscious effort to make change in one’s life… (2006:57). Whichever way transformation occurs, it is clear from all the theorists that a process of ‘reflection’ is essential in order for new learning and new understanding of the experience, to be accomplished. It must be noted that while there are recognised elements or aspects to transformation, for even the theorists speak of ‘phases’ or ‘stages’, it is not seen as a linear process,. As Taylor (2000) suggests, transformation is more ‘individualistic, fluid, and recursive than originally thought’ (2000:291). A more detailed analysis of the elements of critical reflection will be discussed later in this chapter.

Cranton (1997) working with Mezirow’s theory of transformation speaks of learners developing ‘autonomous thinking’ and the need individuals have to understand the meaning of experience. Mezirow (1991) when speaking of ‘clarification of meaning’ and of ‘perspective transformation’ offers us ten phases which the adult learner may experience:

1. A disorienting dilemma.

2. Self-examination with feelings of fear, anger, guilt or shame.

3. A critical assessment of assumptions.

4. Recognition that one’s discontent and the process of transformation are shared.

5. Exploration of options for new roles, relationships, and actions.

6. Planning a course of action.

7. Acquiring knowledge and skills for implementing one’s plans.

105

9. Building competence and self-confidence in new roles and relationships.

10. A reintegration into one’s life on the basis of conditions dictated by one’s new perspective. (1991:168; 2000:22)

Mezirow believes strongly that transformation is achievable when the person progresses through these phases.

Perspective transformation involves a sequence of learning activities that begins with a disorienting dilemma and concludes with a changed self-concept that enables a reintegration into one’s life context on the basis of conditions dictated by a new perspective (1991:193).

It is important to note that Mezirow does not believe that these sequences of learning are necessarily a linear step by step development, but are better understood as ‘sequential moments’.

The sequence of transformative learning activities is not made up of invariable developmental steps; rather, the activates should be understood as sequential moments of ‘meaning becoming clarified (1991:193).

In the analysis of the data in chapter six, reference will be made to the existence of transformation and the clear identification of these stages. It is important, therefore, at this point to have a clear understanding as to the exact meaning of each phase.

3.2.1 A Disorienting Dilemma

Comparable to trigger events a disorienting dilemma is something that upsets a person’s equilibrium to the point that they feel the need to take action. A

106

disorienting dilemma does not necessarily have to be in the immediate present, it may, in fact, be a past event or something which happened in the persons childhood, which has continued to have an effect on their life. They are, according to Mezirow (2009), a response to an externally imposed dilemma, such as children leaving home, personal illness, bereavement, success at work or retirement. Mezirow writes,

There can be little doubt that transformative learning often occurs as the result of an adult’s gaining insight into unresolved traumatic experience occurring in childhood. It also seems apparent that transformative learning may be the result of our gaining insight into other unresolved areas of conflict as well… (2009:27).

Within this research both forms of disorienting dilemma are visibly present in the research data. One group of interviewees experienced a recent emotionally traumatic event, that of becoming unemployed. Another group, held a desire to go to college, something which was not possible or available to them in their childhood for a myriad of reasons.

3.2.2 Self-Examination with feelings of fear, anger, guilt or shame

Adopting new positions whilst letting go of long held views and assumptions is not only challenging but can be an emotionally charged experience. People who experience such disorienting dilemmas will have a myriad of feelings, some easier to process than others. Mezirow (1991) acknowledges that such feelings can be painful because they question previous held frames of reference and meaning schemes, that they are often an ‘intensely threatening

107

emotional experience’ (2000:6). As part of the transformative process Mezirow believes that people need to learn to ‘negotiate and act’ on such experiences and feelings rather than to ‘uncritically assimilate’ those from others (2000:8).

Transformation Theory’s focus is on how we learn to negotiate and act on our own purposes, values, feelings, and meanings rather than those we have uncritically assimilated from others… (2000:8).

3.2.3 A Critical Assessment of Assumptions

Transformative Learning can not take place without personal critical reflection on ones assumptions; assumptions which have been unquestionably held since childhood, assumptions which may be culturally and generationally influenced. Mezirow (1990) asserts that critical assessment is the ‘process of testing the justification or validity of taken-for-granted premises’ (1990:354).

Critical reflection is a key element to transformation and is central to Mezirow’s work. It is for him important to challenge such beliefs through critical assessment of these assumptions, to question the taken-for-granted positions and to challenge their validity:

Critical reflection involves a critique of the presuppositions on which our beliefs have been built (1990:1)… Challenging of the validity of presuppositions in prior learning (1990:12).

108

3.2.4 Recognition that one’s discontent and the process of transformation are shared

Transformative Learning has both individual and social dimensions and implications; it involves not only development of personal awareness but must include discourse with others. The type of discourse Mezirow is interested in is not one based on winning arguments but ‘involves finding agreement, welcoming difference, ‘trying on’ other points of view’ (2000:12). It is a social process which involves ‘testing our new perspective on friends, peers, and mentors’ (Mezirow 1991:185).

It is through such social interaction that people learn to recognise that they are not alone in their journey of transformation. That their experience is a universal reality in transformational learning, there is what Mezirow calls ‘consensual validation’. He writes

To seek consensus, we turn to those we feel are best informed, least biased, and most rational to critically assess the evidence

and arguments and arrive consensually at the best judgment (1990:10).

This social aspect of transformational learning is important as learners can find comfort in discovering other people are having similar experiences, which gives them a bond of identification and provide potential ‘role models’ (1991:205).

109

Implicit in any learning community is a mutual sense of solidarity among participants that entails acceptance of and identification with the values of the community (1991:207).

3.2.5 Exploration of options for new roles, relationships, and actions

Part of the transformative process is for people to try out their new understanding of themselves and their new interpretations of experiences. Action and praxis are an integral part of transformational theory which is achieved through a process of exploration (Mezirow 1991:204). Mezirow (1990) speaks of the educator having a responsibility to

assist them [learners] to learn how to take the action found necessary by the new perspective… this may involve new ways of understanding and using knowledge or new ways of understanding oneself and acting in interpersonal relations (1990:358).

Transformation is witnessed when the individual is able to make choices which reflect their new understanding. It is noted by Mezirow (1991, 2000) that this new understanding of self, the new interpretation of values and beliefs may not always be readily accepted by friends, relations or life partners, as they have not been part of the transformational journey (1991:194), indeed it can even seriously threaten such relationships (2000:xii).

110

3.2.6 Planning a course of action

Putting learning into action is one of the core themes within transformative learning. Following critical reflection on new learning the emphasis is to incorporate this learning into one’s personal and social life.

All transformative learning involves taking action to implement insights derived from critical reflection (Mezirow 1991:225).

The learner must have the will to act upon his or her new convictions… (1990:355).

This demands a level of understanding and emotional strength

It is not enough to understand intellectually the need to change the way one acts; one requires emotional strength and an act of will in order to move forward (Mezirow 1991:171).

Such intellectual or emotional strength may not be immediately present, but just as learning is a process, so too is planning a course of action. Mezirow notes that

A transformative learning experience requires that the learner make an informed and reflective decision to act or not. This decision may result in immediate action or delayed action, caused by situational constraints, or lack of information on how to act, or a reasoned reaffirmation of an existing pattern of action (2009:22).

3.2.7 Acquiring knowledge and skills for implementing one’s plans

Students in a transformative learning environment will not only broaden their knowledge base but they will engage in making and developing new plans for

111

their future. For some this will lead to a manifestation of their learning through action. The processes involved which leads to the implementing any action is also a process of learning for the student. It is a sign that transformational learning has taken place, as students review, revise amend and make changes in their lives. This is a key element within transformation theory and it is for this reason that transformative learning programmes include elements of personal development, communication skills along with critical thinking and ethics. Mezirow points out that,

Learning may be defined as the process of making a new or revised interpretation of the meaning of an experience, which guides subsequent understanding, appreciation, and action (1990:1).

Learning may be understood as the process of using a prior interpretation to construe a new or a revised interpretation of the meaning of one’s experience in order to guide future action (1991:12).

3.2.8 Provisional trying of new roles

Education programmes following a transformative learning model will often include a component of practical work experience, an internship, or a voluntary work placement for example. Within ALBA the ‘Capstone’ sequence requires students to fulfil forty-eight hours of such a placement. Such an emphasis is in keeping with the concept of ‘Praxis’, the integration of learning into social action. Mezirow observes

Action in transformation theory is not only behaviour, the effect of a cause, but rather ‘Praxis’, the creative implementation of a purpose (1991:12).

112

It is through such experiences that students learn to test their hypothesis, to try out new roles within personal relationships or within the wider community. It is through this process of trying out new roles that students can experience praxis, plan and implement new roles.

3.2.9 Building Competence and Self Confidence in New Roles and Relationships

Today almost all transformative learning programmes will include an element of personal development and communication skills, which are to help improve the individuals self confidence. Through critical reflection, participatory study and collaborative learning, students also learn to experiment with new roles, new understandings and new relationships. Mezirow speaks of the learner developing competencies as they move through the transformative learning process, allowing them to overcome difficulties in areas in which they found difficult. He proposes that

The learner is motivated to move forward through the stages of transformation by a sense of personal competence, acquired from prior experiences, that allows him or her to overcome feelings of dependence and lack of power and sustains developmental efforts (1991:162).

3.2.10 A reintegration into one’s life on the basis of conditions dictated by one’s new perspective

Having engaged in a transformative learning process, reflected on experience, undertaken new learning opportunities, developed the skill of critical analysis,

113

begun the process of setting new goals and putting into place new actions, students find they are drawn into an often challenging experience of trying to integrate their new learning, and their new visions into their everyday life.

Transformative learning not only encourages personal change, action, social action, and praxis, but it incorporates personal transformation, personal congruence on behalf of the learner. It is this that Mezirow is concerned with in this stage, he says:

We may also look to make sure that our actions have been consistent with our values, to see how well we are doing in relation to our goals, whether our attitude has been objective and our interpretations of the results convincing (1990:7).