1. Transformative College Curriculum A meaningful degree of understanding
Daniel J. Glisczinski, University of Minnesota Duluth, U.S.A

2. Knowledge Factory The University As
The university has shaped itself into an industrial ideal—the knowledge factory.
Overloaded,top-heavy with expertness, information.
has become a know-how institution
ought to be a know-why institution.
goal should be deliverance from crushing weight of unevaluated facts,
from bare-bones cognition or ignorant knowledge:
knowing in fragments, knowing without direction, knowing without commitment (Rowe, 1990)

3. Education: A “complementary convergence”
Between information and understanding
ecology between informational, cultural, and values-rich understanding
likely to empower those who understand it
contains potential to isolate those who choose not to learn it (Friedman, 2005).

4. Types of Learning Instrumental Communicative Emancipatory
Habermas (1984)
mastering tasks, solving problems, and learning how to manipulate environments and people toward specific ends
critical assessment of assumptions supporting the justification of existing norms in order to think and act in a self-authoring manner.
critically understanding context, history, social structures, and power structures which shape epistemological perspectives.
Emancipatory
Communicative
Instrumental

5. Transformative Learning Quadrants
Mezirow (1970) and Herbers (1998)
IV. Action
I. Disorienting Dilemma
II. Critical Reflection
III. Rational Dialogue

6. Research Questions
To what extent are higher education students experiencing transformative learning?
2. How do transformative learning experiences affect higher education students’ present behavior?

7. Transformative Learning Higher Education Findings
Preparing learners for present realities and future unknowns.
(Maslow, 1971)
Quadrant I.
Quadrant IV.
Disorienting Experiences (Mezirow, 1970; Herbers, 1998)
73% of population reported experiencing disorienting experiences
Committed Action (Mezirow, 1970; Herbers, 1998)
35% of population reported trying to figure out ways to adopt transformed ways of acting
Instrumental Learning
(Habermas, 1984)
Emancipatory Learning
(Habermas, 1984)
Communicative Learning
(Habermas, 1984)
Quadrant III.
Quadrant II.
Critical Reflection (Mezirow, 1970; Herbers, 1998)
43% of population reported experiencing critical reflection that their assumptions don’t fit current reality
Rational Dialogue (Mezirow, 1970; Herbers, 1998)
47% of population reported experiencing rational dialogue about constructing more accurate assumptions

8. Student Voices Reflecting Transformative Cycle
Quad I:
Do I think this? Do I think that? What do I do now?
Man, my marbles were rolling around.
Quad II:
The question “Why” became central
I realized there were other options than . . .
Quad III:
I’d listen, read, discuss, listen some more, read more...
Now I go to be taught by those things which confused me
Quad IV:
I’ve opened up my thinking and approach to . . .
And I try to do the same with my students and peers
4/19/2017
D. Glisczinski |

9. Statements from Instrumentalists
I don’t think about other people’s assumptions.
What matters is what I want to achieve.
I used to think about what other people, but have learned that that’s not how the world works
4/19/2017
D. Glisczinski |

10. Assessment of Learning
Wiggins & McTighe (1998) and Bloom (1976)
Self Knowledge
(Wiggins & McTighe ,1998)
Evaluation
(Bloom, 1976)
Disorienting Experiences
Action
Interpretation
(Wiggins & McTighe, 1998)
Comprehension,
Analysis
(Bloom, 1976)
Explanation
(Wiggins & McTighe,1998)
Knowledge, Comprehension
(Bloom, 1976)
Empathy:
(Wiggins & McTighe,1998)
Critical Reflection
Rational Dialogue
Application
(Wiggins & McTighe, 1998)
Synthesis
(Bloom, 1976)
Perspective
(Wiggins & McTighe, 1998)

11. Transformative Learning Theory of Action and Assessment
Self Knowledge
(Wiggins & McTighe ,1998)
Evaluation
(Bloom, 1976)
Explanation
(Wiggins & McTighe,1998)
Knowledge, Comprehension
(Bloom, 1976)
Prepare learners for present realities
and future unknowns.
(Maslow, 1971)
Quadrant I.
Quadrant IV.
Action, Experimentation (Kolb,1984; Mezirow, 1970; Herbers, 1998)
Concrete, Disorienting Experiences (Kolb,1984; Mezirow, 1970; Herbers, 1998)
Assessment Methods
Assessment Methods
Quadrant II.
Critical Reflection, Observation assumptions don’t fit current reality (Kolb,1984; Mezirow, 1970; Herbers, 1998)
Quadrant III.
Rational Dialogue, Abstract Conceptualization (Kolb,1984; Mezirow, 1970; Herbers, 1998)
Empathy:
(Wiggins & McTighe,1998)
Interpretation (Wiggins & McTighe, 1998)
Comprehension, Analysis (Bloom, 1976)
Perspective
(Wiggins & McTighe, 1998)
Application (Wiggins & McTighe, 1998)
Synthesis (Bloom, 1976)

12. Transformative Learning Theory of Action and Assessment
Self Knowledge
(Wiggins & McTighe ,1998)
Evaluation
(Bloom, 1976)
Explanation
(Wiggins & McTighe,1998)
Knowledge, Comprehension
(Bloom, 1976)
Prepare learners for present realities a
nd future unknowns.
(Maslow, 1971)
and
Quadrant I.
Quadrant IV.
Action, Experimentation (Kolb,1984; Mezirow, 1970; Herbers, 1998)
35% of population reported trying to figure out ways to adopt transformed ways of acting
Concrete, Disorienting Experiences (Kolb,1984; Mezirow, 1970; Herbers, 1998)
73% of population reported experiencing Disorienting Experiences
Begin:
Instrumental Learning
(Habermas, 1984)
Assessment Methods
Emancipatory Learning
(Habermas, 1984)
Assessment Methods
and
and
Communicative Learning
(Habermas, 1984)
Quadrant II.
Critical Reflection, Observation assumptions don’t fit current reality (Kolb,1984; Mezirow, 1970; Herbers, 1998)
43% of population reported experiencing critical reflection that their assumptions don’t fit current reality
Quadrant III.
Rational Dialogue, Abstract Conceptualization (Kolb,1984; Mezirow, 1970; Herbers, 1998)
47% of population reported experiencing rational dialogue and abstract conceptualization about more accurate assumptions
and
Empathy:
(Wiggins & McTighe,1998)
Interpretation (Wiggins & McTighe, 1998)
Comprehension, Analysis (Bloom, 1976)
Perspective
(Wiggins & McTighe, 1998)
Application (Wiggins & McTighe, 1998)
Synthesis (Bloom, 1976)

13. Transformative Learning Theory of Action and Assessment
Self Knowledge
(Wiggins & McTighe ,1998)
Evaluation
(Bloom, 1976)
Explanation
(Wiggins & McTighe,1998)
Knowledge, Comprehension
(Bloom, 1976)
Prepare learners for present realities
and future unknowns.
(Maslow, 1971)
Quadrant I.
Quadrant IV.
Action, Experimentation (Kolb,1984; Mezirow, 1970; Herbers, 1998)
Concrete, Disorienting Experiences (Kolb,1984; Mezirow, 1970; Herbers, 1998)
Assessment Methods
Assessment Methods
Quadrant II.
Critical Reflection, Observation assumptions don’t fit current reality (Kolb,1984; Mezirow, 1970; Herbers, 1998)
Quadrant III.
Rational Dialogue, Abstract Conceptualization (Kolb,1984; Mezirow, 1970; Herbers, 1998)
Empathy:
(Wiggins & McTighe,1998)
Interpretation (Wiggins & McTighe, 1998)
Comprehension, Analysis (Bloom, 1976)
Perspective
(Wiggins & McTighe, 1998)
Application (Wiggins & McTighe, 1998)
Synthesis (Bloom, 1976)

14. Experiential Learning Cycle
Kolb (1984)
Active Experimentation
Concrete Experiences
Reflective Observation
Abstract Conceptualization

15. Transformative Learning Theory of Action and Assessment
Self Knowledge
(Wiggins & McTighe ,1998)
Evaluation
(Bloom, 1976)
Explanation
(Wiggins & McTighe,1998)
Knowledge, Comprehension
(Bloom, 1976)
Prepare learners for present realities
and future unknowns.
(Maslow, 1971)
and
Quadrant I.
Quadrant IV.
Action, Experimentation (Kolb,1984; Mezirow, 1970; Herbers, 1998)
35% of population reported trying to figure out ways to adopt transformed ways of acting
Concrete, Disorienting Experiences (Kolb,1984; Mezirow, 1970; Herbers, 1998)
73% of population reported experiencing Disorienting Experiences
Begin:
Instrumental Learning
(Habermas, 1984)
Assessment Methods
Emancipatory Learning
(Habermas, 1984)
Assessment Methods
and
and
Communicative Learning
(Habermas, 1984)
Quadrant II.
Critical Reflection, Observation assumptions don’t fit current reality (Kolb,1984; Mezirow, 1970; Herbers, 1998)
43% of population reported experiencing critical reflection that their assumptions don’t fit current reality
Quadrant III.
Rational Dialogue, Abstract Conceptualization (Kolb,1984; Mezirow, 1970; Herbers, 1998)
47% of population reported experiencing rational dialogue and abstract conceptualization about more accurate assumptions
and
Empathy:
(Wiggins & McTighe,1998)
Interpretation (Wiggins & McTighe, 1998)
Comprehension, Analysis (Bloom, 1976)
Perspective
(Wiggins & McTighe, 1998)
Application (Wiggins & McTighe, 1998)
Synthesis (Bloom, 1976)