1. Transformative Learning Basics
Mark E. Walvoord

2. Session Host Mark E. Walvoord, M.S.
Assistant Director Student Transformative Learning Record University of Central Oklahoma
Biology Instructor University of Oklahoma

3. Session Attendees Your Name Important title
Name, location/university, and one word to describe you (starts with same letter?)

4. Transformative Learning Theory
Transformative learning refers to the process by which [adults] transform our taken-for-granted frames of reference* to make them more inclusive, discriminating, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action. --Jack Mezirow (2000) Learning as Transformation: Critical Perspectives on a Theory in Progress, pp 7-8
von Humboldt, Friere, Habermas, and others informed TL theory as Mezirow proposed it in 1978.
Jack Mezirow, 2014
* Meaning perspectives, habits of mind, mindsets

5. Transformative Learning Theory
Follows 10 steps:
Experiencing a disorienting dilemma
Undergoing self examination
Conducting a critical assessment of internalized assumptions
Relating discontent with the similar shared experiences of others
Exploring options for new roles, relationships, and actions 
from Cranton, P. (2006.) Understanding and Promoting Transformative Learning

6. Transformative Learning Theory
Follows 10 steps:
Building confidence in new roles
Planning a course of action
Acquiring knowledge and skills for implementing one’s plan
Trying out new roles and assessing them
Reintegrating into society with new perspective
from Cranton, P. (2006.) Understanding and Promoting Transformative Learning

7. TL Theory questions
Does it have to be an epochal dilemma, or can it be incremental?
Are steps followed in order?
Does TL just happen in adults or younger?
How does the critical assessment step work?
Is it individual or can it apply to social transformation?
OK, but how do you do it?
Mezirow (later) and Taylor say either; Dirkx says everyday occurrences
Mezirow later said don’t have to
Recent research points to evidence in adolescents
Brookfield’s critical reflection, Dirkx says imaginal (include affective); Mezirow says mostly cognitive & rational
Friere’s work informed Mezirow; Gambrell says yes
Cranton, Taylor call for practicality

8. TL Process Willingness to be transformed Have an experience
Reflect critically
Rational discourse
Expand perspective
(Taylor)
(Brookfield, Mezirow)
(Mezirow)
Perhaps even a “tectonic shift” in worldview or belief
May be disorienting
At university, often prompted by instructor or supervisor
Takes emotional intelligence
(Mezirow)
(Brookfield, Cranton, Mezirow, Taylor)
© University of Central Oklahoma

9. Transformative Learning @ UCO:
Develops beyond disciplinary skills and
Expands students’ perspectives of their relationship with self, others, community and environment.
From

10. What do you say TL is? Discuss with a neighbor:
What is your definition of TL?
What are the most transformative experiences you offer students? How so?
What evidence do you see of TL in your students?
How could you provide (more) space for critical reflection and rational discourse?
Image from

11. Concept Mapping
Graphic representation of how you understand the connections between ideas.
Tool is rooted in educational psychology research (Novak), helps learners uncover their own misconceptions and understand complex ideas better.
Concept Maps are NOT flow charts or mind maps
Multiple cross connections
Include “propositional phrases” on the arrowed lines
Go straight into Concept Mapping with FIRST an explanation of what concept mapping is (Novak, psych basis in spreading activation theory, basis of AI programming)

12. Concept Mapping
Sample concept map from a student in Mark Walvoord’s Biology 1003 class about protein synthesis, Spring 2018

13. Concept Mapping
When you hear “Transformative Learning” what words come to mind?
Group words and/or organize them hierarchically, then
Start making connection lines WITH connecting words on them
Transformative Learning
Mezirow
Dirkx
Disorienting Dilemmas
Epochal
Incremental
Liminal Space
Critical Reflection
Cognitive (Rational)
Soul Work
Frames of Reference
Assumptions
Mindsets
Social Change
Pass out notecards/tape or STLR stickie-notes, pens/pencils/markers, and giant notepads; if time (45 min.?), ask them to write down the words/concepts/ideas that come to mind, one per stickie/index card, when they hear “Transformative Learning;” Could come up with terms as a big group (before or instead of showing terms above), or just work in small groups to come up with their own terms. Or to save time or with more novice group, use the list provided on the slide. After minutes, each group share with group, or do a “one person stay to explain and all others from group travel to a different group’s map to hear/see how they mapped).

14. Transformative Learning Basics
Mark E. Walvoord