Transformative Learning

The Meaning of Home Transformation of Meaning and Value in the

Architectural Design Learning Process

thana uthai@gmail com

Work Based Learning

Self Reflection

Abstract
The objective of this article is to study the factors that cause changes in students'
interpretation of values and meaning of Home and their attitudes towards architectural
design by using action research Populations were 7 of the second year students of the
Bachelor of Architecture Program, Arsom Silp Institute of the Arts The data were collected
through participatory observation, group discussion, and knowledge management sessions
The students explore the value of home to design the house, through work based learning
and various process Transformative learning tools used in this research are experiential

43
learning consist of Concrete Experience, Reflective Observation, Abstract Conceptualization,
and Active Experience
The research found that student develops their value and meaning to architectural
design due to the opportunity to learn from various perspectives, the continuously self
reflection process about the meaning and value of the house with the house owner, architects,
and teachers This learning process also changes the house owner's meaning and value of
Home that cause the changes in students' views about architecture

Keywords Transformative Learning, Experiential Learning, Architectural Design

Group Learning
Knowledge Management

44
 Transformative Learning

Knowledge Management

Ostwald J M , 20

Mezirow
Mezirow, 1991, 2000
Critical Reflection

Dirkx, 1998
Mezirow, 1997

Cranton s 2002

45
 1.

2.
3.

4.
5.

6.
7.
Kolb
Experiential Learning Kolb, 1984
, 2545
1 Concrete Experience CE

2 Reflective Observation RO

3 Abstract Conceptualization AC

4 Active Experience
AE

Kolb Y A , Kolb A D 2017

46
 Transformative Learning

1.
2.

3.

1.
2.

3.

4.

1.
Authentic Learning Pearce S , 2016

47
 1.1
-

2558

1.2

1.3

1.4

48
 Transformative Learning

2558

2.

49
 1

AC, AE

CE, RO, AC, AE

Research & Programing
CE, RO, AC, AE

AE

- CE, RO, AC,AE

-
-
-

- CE, RO, AC,AE

Prototype

CE Concrete Experience
RO Reflective Observation
AC Abstract Conceptualization
AE Avtive Experience

50
 Transformative Learning

1.

2.

QR Code

3.

4.

51
 3
2558

1. Cranton s
2002

QR
Code
2.

3.
Reflective Observation
Abstract
52
 Transformative Learning

Conceptualization

4.

5.

53
Dirkx, J M 1998 Transformative Learning Theory in the Practice of Adult Education An
Overview PAACE Journal of Lifelong Learning V7 1 14
Cranton, P 2002, Spring Teaching for transformation New Directions for Adult and
Continuing Education Volume2002 Issue 93 63 71
Kolb Y A , Kolb A D 2017 Experiential Learning Theory as a Guide for Experiential Educators
in Higher Education ELTHE A Journal for Engaged Educators Vol 1, No 1 7 44
Mazirow J 1991 Transformative Dimensions of Adult Learning San Francisco Jossey Bass
Mazirow J 1997 Transformative Learning Theory to Practice New Directions for Adult and
Continuing Education Volume 1997, Issue 74 5 12
Mazirow J 2000 Learning to Think like an Adult Core Concepts of Transformation Theory
In Meziro, Jack et al Hg 2000 Learning as Transformation Critical
Perspectives on a Theory in Progress San Francisco Jossey Bass, 3 33
Ostwald J M , Williams A 20 Understanding Architectural Education in Australia
Volume 1 An Analysis of Architecture Schools, Programs, Academics and
Students Sydney Australian Learning and Teaching Council
Pearce S 2016 Authentic learning what, why and how? e Teaching April 2016 1 3

54