Handout & Outline

Adult Learning Theory: Transformative vs. Experiential Learning *This Handout is to Accompany Presentation* February 2010 Laura Hooks “Adults learn differently from children. The same practices that work in a traditional educational setting do not always work for a group of adults, especially a group of well educated, independent teachers” (Beavers, 2009, p. 26). Key Points on Transformative Learning by Jack Mezirow Learning happens because a person makes a change born out of a new experience that challenges what an individual has always assumed to be true. Based on how adults make sense of the things they have been through. “Learning is 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” (Mezirow, 1996, p. 115). Defines two learning structures (Merriam, Caffarella & Baumgartner, 2007, p. 132-133): Habit of mind=General assumptions. Difficult to change; the underlying source of how people perceive things. A tacit predisposition that is from a person’s subconscious mind. Point of view=Made up of learning schemes. These are specific beliefs and attitudes. Relatively easy to recognize and change; people can often articulate these, do so regularly, and are therefore more likely to get counter-points and feedback, which could cause them to rethink these notions (the challenging experience which begins the learning process). Four major components (Kitchenham, 2008, p. 105): Experience: What we see, hear, touch, etc. Critical self-reflection: A “deliberate pause to allow for higher-order thinking”(York-Barr, Sommers, Ghere, & Montie cited by Merriam, Caffarella & Baumgartner, 2007, p. 172). Reflective discourse: Recognizing and overcoming contradictions to find truth (Berlak, 1991, p.40); not a debate; a deliberate attempt to find consensus and see what others will say about one’s newly-found information before accepting or rejecting it (Merriam, Caffarella & Baumgartner, 2007, p. 134). Action: Putting the new knowledge into effect; can be as simple as making a decision or aligning with like-minded others, or as complex as attempting social change. The potential to learn occurs when new information clashes with what was previously accepted as true and an ill-at-ease feeling or mental conflict is evoked (Erickson, 2007, p. 66). Made up of 10 phases (Mezirow cited by Erickson, 2007, p. 67): 1. A disorientating dilemma. 2. Self-examination with feelings of shame, fear, guilt or anger. 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. 8. Provisional trying of new roles. 9. Building self-confidence and competence in new roles and relationships. 10. Reintegration into one’s life on the basis of conditions dictated by one’s new perspective. The learning does not come out of the experience; if learning takes place, it is from one of the three types of reflection that follows (Merriam, Caffarella & Baumgartner, 2007, p. 145): Content reflection – Thinking back on what, where, when and why something happened. Process reflection – How to handle the conflicting viewpoint and the resulting uneasiness. Premise reflection – Analysis of the original, long-held assumption vs. the new information. Suggested Additional Reading for Enrichment, Variations of Theory, and Feminist/Minority Viewpoints: Curry-Stevens, A. (2007). New forms of transformative education. Journal of transformative education, 5(1): 33–58. Mezirow, J. (1997). Transformation theory out of context. Adult Education Quarterly, 48(1), 60-62. Roberson, D. (2002). Andragogy in color. Athens, GA: Information Analysis (ERIC Document Reproduction Service No. ED 465 047). Tisdell, E. (1998). Poststructural feminist pedagogies: the possibilities and limitations of feminist emancipatory adult learning theory and practice. Adult Education Quarterly, 48(3): 139–156. “Psychology as a discipline normally assumes that learning processes are the same for both children and adults and thus fails to pay adequate attention to the unique characteristics of adult learners” (Yang, 2004, p.130). Key Points on Experiential Learning by Peter Jarvis “All learning begins with experience” (Jarvis, 1987a, p.16; italics in original). Learning takes place in the context of society. Possible results of experience (Scribner & Donaldson, 2001, p. 611): Nonlearning: The experience or material presented fails to influence understanding, or causes the formation of an unintended or faulty understanding. Nonreflective learning: Learning through rote memorization or mental or physical drills. Reflective learning: Learning through contemplation of the experience; analyzing the problem, determining and weighing alternatives, deciding on the solution, and implementing the chosen course of action. The learner brings his or her entire history to each experience; “All learning occurs within the learner’s world (that individual’s world, not the world), which is ever-changing” (Merriam, Caffarella & Baumgartner, 2007, p. 101; italics in original). Takes into account the societal impact on the learner; how gender, culture, and race affect learning. While people have the same experience, they will learn differently from it. “Even identical twins have different biographies, so their interpretation of the same social situation must necessarily differ” (Jarvis, 1987b, p.166). Cyclical nature of learning: An unexpected, unsettling experience occurs which does not fit into the learner’s established view of the world. This produces thought and emotion, which leads to action; this creates a change in the learner, who eventually re-establishes equilibrium. The changed (“smarter”) learner goes along until another unexpected experience occurs and the cycle repeats. Experiences do not occur in isolation; cannot separate what facet of the experience different learners will focus in on and potentially learn from. Experience can be naturally or artificially created. Two types of experiences (Jarvis, 1987b, p. 167): Meaningless experiences: Rote performance or recital of previously learned social behavior. Meaningful experiences: The learner’s previous stock of experience is insufficient to generate an automatic response; there is a moment of shock and/or uneasiness which causes emotion. Only meaningful experiences can cause learning to occur. Learning will not happen if there is no reflection; if the individual chooses to ignore the emotions that the experience evoked, no learning occurs. Each person’s capacity to reflect varies on duration, depth and method, based on that person’s biography; therefore, the capacity to learn varies. Experience causes unease; unease causes reflection; reflection creates meaning; meaning causes learning. Therefore, the more experiences a person has been unsettled by, reflected upon and learned from, the more intelligent he or she is. Suggested Additional Reading for Enrichment, Variation of Theory, and Feminist/Minority Viewpoints: Benn, R. (1996). Adult learning, cultural diversity and ethnoknowledge. Exeter, UK: Standing Conference on University Teaching and Research in the Education of Adults (ERIC Document Reproduction Service No. ED 398 408). Coles, J. (2001). Researching inclusion: The development of adult education for women. Leeds, UK: Standing Conference on University Teaching and Research in the Education of Adults. (ERIC Document Reproduction Service No. ED 448 335). Kolb, D. (1984). Experiential learning: Experience as a source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Compare and Contrast of Mezirow and Jarvis References: Beavers, A. (2009, November). Teachers as learners: Implications of adult education for professional development. Journal of College Teaching & Learning, 6(7), 25-30. Berlak, A. (1991, Spring). Experiencing teaching: Viewing and re-viewing education 429. Educational Foundations, 5(2), 30-48. Erickson, D. (2007, November). A developmental re-forming of the phases of meaning in transformational learning. Adult Education Quarterly, 58(1), 61-80. Jarvis, P. (1987a). Adult learning in the social context. London: Croom Helm. Jarvis, P. (1987b, Spring). Meaningful and meaningless experience: Towards an analysis of learning from life. Adult Education Quarterly, 37(3), 164-172. DOI: 10.1177/0001848187037003004. Kitchenham, A. (2008, April). The evolution of John Mezirow’s transformative learning theory. Journal of Transformative Education, 6(2), 104-123. Merriam, S., Cafferella, M., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide, 3rd ed. San Francisco, CA: Jossey-Bass. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass. Mezirow, J. (1996, Fall). Toward a learning theory of adult literacy. Adult Basic Education, 6(3), 115-127. Scribner, J., & Donaldson, J. (2001, December). The dynamics of group learning in a cohort: From nonlearning to transformative learning. Educational Administration Quarterly, 37(5), 605-636. Yang, B. (2004, May). Can adult learning theory provide a foundation for human resource development? Advances in Developing Human Resources, 6(2),129-145. DOI: 10.1177/1523422304263325 Outline of Presentation – Mezirow’s Transformative vs. Jarvis’ Experiential Learning Theories *To accompany handout and Power Point presentation* Laura Hooks February 2010 Introduction – Part One: Establishing why my audience needs to learn this information: Audience members are educators of adults; therefore, knowing how adults learn is relevant to their position. Learning objectives given – The audience members will: Gain a clear understanding of what adult learning theory is. Understand the concept of andragogy and how it differs from pedagogy. Learn the key points of Mezirow’s transformative learning theory. Learn the key points of Jarvis’ experiential learning theory. Relate their personal experiences to both theories. Decide which learning theory their personal experiences best support. Respect for audience’s experiences/activation of prior knowledge: Audience given the questions, “What recent experience have I had while working with another adult that caused a shock or unexpected emotion? How did I handle it? When I looked back on it (or looking back on it now), what did I learn from it?” Volunteers to share their answers. Differentiation: Based on responses given, if necessary, I will have a story ready to share that would make a valid example to use throughout the presentation for clarity. Introduction – Part Two: Andragogy vs. pedagogy. Various adult learning theories; transformative and experiential are two among them. Differentiation: If audience members are already familiar with these concepts, only a brief mention of them will suffice; however, if audience is unfamiliar, more depth will be needed. Body Mezirow’s transformative learning theory. Criticisms of Mezirow. Question of audience (self-directed learning): What parallels can you draw between the experience you relayed on working with another adult causing an unexpected emotion and Mezirow’s transformative learning theory? Volunteers share and discuss. Jarvis’ experiential learning theory. Criticisms of Jarvis. Questions of audience (self-directed learning): What parallels can you draw between the experience you relayed on working with another adult causing an unexpected emotion and Jarvis’ experiential learning theory? Volunteers share and discuss. Presentation of the compare/contrast chart. Differentiation: For audience members who are more knowledgeable, a blank compare/contrast chart will be given; if the audience is unfamiliar, a chart already filled in will be provided. Closing – Assessment of knowledge: Audience given the question, “Think back on what you have shared and heard. Which theory, transformative or experiential, is better supported by your own experiences? Why? Differentiation: For a knowledgeable audience, the question would be adapted to, “Of all the adult learning theories that you are knowledgeable on, which one does your experience lead to you think is most plausible? Why? Discussion of answers. Clarification of any misconceptions. Appreciation for participation. 5 Mezirow – Transformative Learning: Two Learning Structures: Habit of Mind & Point of View. Habit of Mind=The Tacit Source of Beliefs & Values. Can be Difficult to Identify and Change. Point of View=The Opinions a Person Holds that can be Articulated and, Hence, More Easily Changed. Ten Phases that Lead to Learning. Three Types of Reflection: Content, Process & Premise Reflection. Both: Learning Starts When a Person Confronts an Experience that Causes Uneasiness. Learning Only Occurs When Reflection Takes Place. Learning Causes a Change. Jarvis – Experiential Learning: Effects of Experiences: Nonlearning, Nonreflective Learning & Reflective Learning. Nonlearning=The Experience Elicited No Response or Unintended/Faulty Learning Resulted. Nonreflective Learning=Repeating What was Previously Learned. Reflective Learning=Dwelling on the Experience to Make Meaning out of It Based on the Social Context. Meaningful & Meaningless Experiences. Ability to Learn=Ability to Reflect.