Sydney Donaldson

February 9, 2016

AHE 580 Book Report

Initially feeling very intimidated by this book report, I was relieved

when Gail presented us options/ideas on books to use and was thrilled

when I found a book on Transformative Learning. Being only my second

quarter of the AHE program, like I know many of you all are as well, I

am still finding out a lot about myself as a learner and adult educator.

Last quarter in 577 I first learned about the transformative learning

theory/process and really connected with the foundation of the theory.

Having struggled to see myself as a strong self-directed learner, I

believe I went through, and possibly still am, going through a

transformative learning process as I am beginning to see myself as a

learner in an entire new light.

Overview: The book that Gail lent to me is entitled Understanding

and Promoting Transformative Learning written by Patricia Cranton.

This is the second edition of her book, as it dives much deeper into the

practice and promoting of transformative learning, as opposed to the

earlier version, which spent a majority of the literature defining and

explaining transformative learning theory. The second edition does that

as well, however I would say about of the book is spent on covering

how to implement transformative learning practices into your own

teaching as well as how as an educator you go through the

transformative process yourself. As an overall description and

reflection on the book here are some of the main points I took from

Crantons work:

The process it itself is ever-changing; one of the main

reasons behind writing a second edition, was because of
newer theoretical developments surrounding the
transformative process. Specifically with the influence of
Dierx (2001) who incorporated imagination and intuition
into the transformative process.
Transformative learning is voluntary, not necessarily
intentional, but voluntary in nature (Mezirow) hence the
connection with adult education because more times than
not continuing your education (adult ed.) is a voluntary
process.
Transformative learning is very individualistic, each learner
responds and goes through the process differently, it is the
job of the educator to recognize and respect/praise those
differences.
The process of transformative learning can also be applied
to educators while they are promoting the process for their
students, the process for educators can be very beneficial
to their practice as well as personal growth, as it is for the
students.

Philosophical Foundations: When people critically examine their

habitual expectations, revise them, and act of the revised point of

view, transformative learning occurs. Transformative learning leads to

perspectives that are more inclusive, discriminating and integrative of

experience (Mezirow 2000) (Cranton, p. 19). The actual theory of

transformative learning began with Mezirow in 1975 as he studied

women returning to college. The original transformation process

included ten of the following phrases;

1. Experiencing a disorienting dilemma

2. Undergoing self-examination
 3. Conducting a critical assessment of internalized
assumptions and feeling a sense of alienation form
traditional social expectations
4. Relating discontent to the similar experiences of others-
recognizing that the problem is shared
5. Exploring options for new ways of acting
6. Building competence and self-confidence in new roles
7. Planning a course of action
8. Acquiring the knowledge and skills for implementing a
new course of action
9. Trying out new roles and assessing them
10. Reintegrating into society with a new perspective

As Mezirow completed his research, he outlined a new theory with his

findings, the theory of perspective transformation- a structural

reorganization in the way that a person looks to himself and his

relationships (Mezirow, 1978, p.162) (p.21). In 1985 Mezirow drew

upon his concept of perspective transformation and began relating it to

self-directed learning. As he described a self-directed learner as one

who participates freely in dialogue in order to test perspectives against

those of others and modify them accordingly (Mezirow, 1985) he

essentially made the connection that a self-directed learning was one

who engaged in transformative learning (Cranton, p. 21). As the theory

continued to grow and draw others interest/critiques, Mezirow again in

1991 adding to his theory and being criticized of his neglect of social

action, power and cultural context in relation to the theory. Mezirow

embraced these criticisms and hoped that the additions of others

would continue to allow the growth of the theory (Cranton, p.22). This

led to changes in 2000, in which Mezirow edited his work to

acknowledge the importance of the affective, emotional, and social

context aspects of transformative learning, as well a the asymmetrical

power relationships (p.28). Cranton uses this sort of timeline to

showcase how transformative learning theory first began, as well as

how it continues to evolve.

Analysis of Utility: As listed in one of my main overview points of the

book, I believe that Cranton did an excellent job in making the material

accessible, but having key examples of how to apply and promote the

transformative learning theory/module. Cranton begins the transition

from background of the theory to applying in around chapter 4 in her

book when she discusses the Transformation; The Learners Story (p.

57). As Cranton begins to discuss how Mezirow & Companys theory

can be provided to your learners in an educational setting, she

provides concrete examples and application theories on how to do so.

In chapter 6, Educator Roles, Cranton uses the framework behind the

three types of knowledge; technical, practical and emancipatory, to

help construct the roles of the educators to help promote them. I focus

on this section because of the clarity Cranton introduced in how she

would apply techniques into each particular type of learning and how

the framework can be applied in various contexts. By providing the

framework, as well as real-life examples, Cranton is able to relay her

message as well as put the practice into the readers hands.

How material can be used to enhance teaching & learning: The

book it itself is all about different techniques and ways to promote and

enhance transformative learning in hopes that it aids the learner in

becoming more self-directed and a critical thinker. The book ends with

chapters 7-10 that really focus on how to empower learners, fostering

an environment for critical self-reflection, supporting transformative

learning as well as the transformative journey from the educators

standpoint. In chapter 7 that discusses empowering learners, Cranton

really focuses on the type of learning environment that is created and

how crucial that is when it comes to enabling and empowering the

transformative process. A strategy she discusses in this chapter ties in

nicely with chapter 10, the transformative journey of an educator. She

discusses the importance of not always being there to provide the

right answer to your students, and pushing them to think critically.

This enables not only the students, but the educators as well to think

and grow as learners.

In chapter 8 she focuses on fostering critical self-reflection and

self-knowledge and how the supportive role of an educational figure is

key in the process of transformative learning. In conjunction with Lange

(2004), she discusses how often the process of transformative learning

can be better described as restorative, as they (students) have

found their way back to important core values rather than revised their

perspectives (p. 135). This brought an entire new perspective of

looking at transformative learning for me, the process, as

individualized as it may be, can often drive learners back to their roots

and values they may have drifted from in their journey. This can often

lead to a harder/longer and disruptive process and can often shake

things up for the transformee.

Both chapters 9 and 10 Cranton focuses on the support behind

transformative learning for both the student and the educator.

Emphasizing the individual process that it is, Cranton challenges us as

educators to critically challenge and think of ways in which we are both

promoting and perhaps inhibiting the transformative process not only

for our students, but for ourselves as well.

As a whole, I found Crantons work to be so easy to connect with on

multiple levels. Gaining more background and understanding of

Mezirows Transformative Learning process as well as how to foster and

promote it in todays ever-changing world of education made this book

a very enjoyable and practical read for this report.

References:

Cranton, P. (2006). Understanding and promoting transformative

learning: A guide

for educators of adults (2nd ed.). San Francisco: Jossey-Bass.

Dirkx, J. Images, Transformative Learning and the Work of Soul. Adult

Learning,
 2001a 12(3), 15-16.

Lange, E. Transformative and Restorative Learning: A Vital Dialetic for

Sustainable

Societies. Adult Education Quarterly, 2004, 54(2), 121-139.

Mezirow, J. Education for Perspective Transformation: Womens

Reentry Programs in

Community Colleges. New York: Center for Adult Education,

Teachers College, Columbia University, 1975.

Mezirow, J. Perspective Transformation, Adult Education, 1978, 29,

100-110.

Mezirow, J. Concept and Action in Adult Education. In Adult Education

Quarterly,

1985a, 35, 142-151.

Mezirow, J. Transformative Dimensions of Adult Learning. San

Francisco: Jossey-Bass,

1991.

Mezirow, J. Learning to Think Like an Adult. In J. Mezirow and

Associates (eds.),

Learning as Transformation: Critical Perspectives on a Theory in

Progress. San Francisco: Jossey-Bass, 2000.