Learning as Transformation: Critical Perspectives on a Theory in Progress

By Susan Sisola. 2004

2,546 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/aca7878a6dcc65f7d6031648f26d687dcaf77bc1

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In Clinical Psychology

In Education

Citations in the corpus

Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers (2011, background): “Central to the transformative learning process is ‘ helping learners to critically re ﬂ ect on, appropriately validate, and effectively act on their (and others ’ ) beliefs, interpretations, values, feelings, and ways of thinking ’ (Mezirow, 2000, p. 26).”
Perspectives on Authenticity in Teaching (2004, background): “Transformative learning is a process by which previously uncritically assimilated assumptions, beliefs, values, and perspectives are questioned and thereby become more open, permeable, and better validated (Mezirow, 2000).”
The Importance of Talk to Midcareer Women's Development: A Collaborative Inquiry (2002, background): “…I have tried to 62 draw out commonalities in experience, where they existed, in order to provide insights for women to consider when reflecting upon their own learning, fully cognizant that transformative learning reflects many highly individualized as well as shared processes (Cranton, 2000).”
Collaborative Autoethnography as a Pathway for Transformative Learning (2018, background): “Having a conversation with another person can allow beliefs and assumptions—what Mezirow (2000) described as the “taken-for-granted frames of reference” (p. 7)—to be made available for examination and critique by the sharer and listener alike.”
Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 (2013, background): “Premise reflection involves the critical re-examination of long held presuppositions (Brookfield 2000).”
Building on Mezirow’s Theory of Transformative Learning: Theorizing the Challenges to Reflection (2010, background): “Furthermore, several scholars within the field of sociology emphasize the need to become aware of prevailing social givens, and explicate the nature of these from the social perspective (see Brookfield, 2000, 2005).”
The relationship between learning environment and career competencies of students in vocational education (2011, background): “It is a process of “becoming critically aware of one's own tacit assumptions and expectations and those of others and assessing their relevance for making an interpretation” (Mezirow, 2000, p. 4).”
Participatory and appreciative action and reflection (PAAR) – democratizing reflective practices (2008, background): “However, we believe that a central concern of PAAR is to exercise a critical spirit that enables us, at the same time, to be optimistic and hopeful (Brookfield, 2000; Freire, 1994).”
Threshold Concepts and Transformational Learning (2010, background): “In order for transformation to occur, learners must first perceive these experiences, knowledge, or phenomena to be ‘dissonant’ (Festinger, 1957), ‘disorienting’ (Mezirow, 2000), or what the literature on threshold concepts has come to qualify, ‘troublesome’ (Meyer and Land, 2003; Perkins, 1999).”
Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves (2015, background): “…approach grounded in theories and concepts from psychology and educational research, e.g. Personal Construct Theory (Kelly, 1955, 1963), the complementary nature of reason and intuition (Jung, 1958, 1959; Polanyi, 1969a, 1969b), and the concept of perspective transformation (Mezirow, 1978, 2000).”
A Teaching Framework for Transformative Multicultural Social Work Education (2003, methodology): “Because frames of reference result from repetitive affective experiences, they are taken-for-granted and not readily available to one’s conscious awareness (Mezirow, 2000).”
Developing alternative frameworks for exploring intercultural learning: a critique of Hofstede's cultural difference model (2009, background): “Hofstede’s metaphor ‘software of the mind’ and the deduction that national cultures impact on education as a unique system, irrespective of the educational level, leaves little scope for the understanding of transition, a concept inherent to adult learning (Mezirow 2000).”
Making the Emperor's New Clothes Visible in Anti-Racist Teacher Education: Enacting a Pedagogy of Discomfort with White Preservice Teachers (2016, background): “Consequently, these pedagogies are inadequate for sparking transformative learning, or that which leaves us “more inclusive, discriminating, open, emotionally capable of change, and reflective” (Mezirow, 2000, p. 8).”
Calling Transformative Learning Into Question (2012, background): “Patricia Cranton (2000) accepts that gathering “objective experimental or scientific evidence” is “a methodology inappropriate to understanding transformative learning” and argues for “a broader definition of empirical—that which is derived from observation and experience” (pp. 191-192).”
Persistence of Women in Online Degree-Completion Programs (2008, positive): “…2004; Berge, 2002; Huang, 2002; Kasworm, 2003; Salas, Kosarzycki, Burke, Fiore, & Stone, 2002), adult learning models (Brookfield, 1993; Freire, 1993; Knowles & Associates, 1984; Merriam, 2001; Mezirow, 2000), and Tinto’s (1993) interactionalist theory of student attrition and persistence.”