SPIRITUAL TRANSFORMATION

AS TRANSFORMATIVE
EDUCATION
REPORTER: ROYO, GEMALYN A.
In 1978 Mezirow identified 10 steps that are required in
order for transformative learning to occur:

• disorienting dilemma,
• self-examination
• discontentment
• realizing others are also discontent and have changed
• evaluation of potential options
• critical assessment of personal assumptions
• experimenting with new roles
• planning a course of action
• attaining knowledge and skills to realize action plan
• attainment of competence in new role, and
• reintegration of new perspective.
Ison and russell (2000) identified two levels of change that are driven by
learning;

• First order change (Cognition) is the type of change

that occurs with traditional pedagogies where lecture and
testing are the primary modalities used. In first order
learning, students may learn the content for a test, but it
never really makes any long-term impact on their lives.
What they have learned is quickly forgotten.
• Second order change (Metacognition) impacts both the way a student
thinks and believes, as well as the way he acts. This may be a service
learning experience that assists a student in realizing what he wants for
his career, or something at a much less significant level such as a student
who practices and reflects on how to do algebra problems and after
much practice and struggle, finally understands the concepts. This
understanding is likely not to be easily forgotten and will be retained for
much longer.
• However, Sterling added a third level, a third order change which he
called epistemic learning. This type of learning changes a student’s
worldview.
• Mezirow (1990) wrote, “Reflection is generally used as a synonym
for higher order mental processes” . It allows students to gain new
understandings and appreciation. He noted reflection is different
from thinking because it requires additional analysis.
• This integration of reflection and relevant, problem-based
assessment may not seem difficult at first glance; however, it can
be very challenging for faculty to do because this type of
assessment takes a great deal of time to create. In addition, it may
be very different from the type of assessment students are used to.
• Reflective exercises are used as a key educational strategy in
transformative learning to assist students in reaching second or even
third order change. Reflective exercises can be done in most subject
areas although it is much easier to develop them in some disciplines
than in others.
• It has already been noted transformative learning is difficult to
incorporate into teaching strategies for some faculty.
• Transforming teaching is literally done by class at a time or one
assessment at a time. It can be as simple as slowing down and
encouraging students in one class to really talk and reflect on what they
have learned so far and what it means.
• Last, students must be willing to mature and realize higher education is
not high school. In life, you will not be given easy assignments to get a
good grade. You need to be willing accept more challenging assessments
that require them to apply, analyze, evaluate and create rather than just
recall basic facts. Overall, you need how to truly learn--how to learn--for
life.
• Transformative learning is a journey, not a process, for faculty and
students. It is constantly being improved upon. The most difficult
part of this journey, as with any journey, is the first step. In addition, a
key realization for both parties in long-term benefit is much more
important than short-term benefits such as grades. By overcoming fear
and pre-conceived notions, together students and faculty can work
together to assist students be better learners, better future employees
and better citizens.
THANK YOU!!