This is number 27 in my series on learning theories. I'm working through the alphabet of psychologists and theorists, providing a brief overview of each theory, and how it can be applied in education. Previous posts in this series are all linked below. The previous post featured Abraham Maslow's Hierarchy of Human Needs. In this post, I will examine Jack Merizow's Transformative Learning theory. As usual, this is a simplified interpretation of the theory, so if you wish to learn more, please read the associated literature.

The Theory

When we learn something new, we alter the structure of our brains. It may be only a very small change, such as the connections of a few neurones, but change occurs and we are never the same again. This process goes on through life, but some learning experiences can change our lives, transform our attitudes, and bring us to a place where we are radically different because of what we have learnt. Sociologist Jack Merizow was interested in what causes transformational learning of this kind. His premise is that transformative learning can alter our emotional responses, our attitudes and our basic beliefs - and indeed ultimately, our world view. 

Merizow believed that when an individual experiences a disorienting dilemma, such as a life crisis or has a major life changing decision to make, this can transform them, changing the meaning schemes in their lives. Other transformative learning events can occur when the individual critically reflects on their actions, or experiments with their life in new and unfamiliar or uncomfortable roles. His list also includes explaining the options for alternative forms of behaviour, planning a course of action and relating the discontent of others. Merizow also saw that experiencing a sense of alienation or disconnect could present opportunities for transformative learning experience if there was enough critical reflection. Transformative learning is a point students reach where they never want to go back to the place they were before. It is, in Kevin Burden's terms, the event horizon of learning, the transformation horizon. It is the point of no return.

How it can be applied in education

Teacher should consider offering their students experiences that place them outside of their normal comfort zones, so that they are challenged not only about how they apply their existing knowledge and skills, but also around their attitudes and fundamental beliefs. The affective domain of learning is probably the most entrenched aspect of the individual as we grow older, and the most difficult to challenge or change. Students should also be encouraged to reflect on their own experiences, to critically evaluate their own work through self assessment, and supported as they attempt to improve their approaches and attitudes toward learning.


Previous posts in this series:

1.  Anderson ACT-R Cognitive Architecture
2.  Argyris Double Loop Learning
3.  Bandura Social Learning Theory
4.  Bruner Scaffolding Theory
5.  Craik and Lockhart Levels of Processing
6.  Csíkszentmihályi Flow Theory
7.  Dewey Experiential Learning
8.  Engeström Activity Theory
9.  Ebbinghaus Learning and Forgetting Curves
10. Festinger Social Comparison Theory
11. Festinger Cognitive Dissonance Theory
12. Gardner Multiple Intelligences Theory
13. Gibson Affordances Theory
14. Gregory Visual Perception Hypothesis
15. Hase and Kenyon Heutagogy
16. Hull Drive Reduction Theory
17. Inhelder and Piaget Formal Operations Stage
18. Jung Archetypes and Synchronicity
19. Jahoda Ideal Mental Health
20. Koffka Gestalt theory
21. Köhler Insight learning
22. Kolb Experiential Learning Cycle
23. Knowles Andragogy
24. Lave Situated Learning
25. Lave and Wenger Communities of Practice
26. Maslow Hierarchy of Human Needs

Photo by Sid Mosdell on Flickr



The point of no return by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.