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Summary
Summary
"Provocative and illuminating, this book is a must read for adult educators seeking to understand and facilitate transformational learning. It showcases a stellar group of authors who not only engage each other and the reader in constructive discourse, but who also model the heart of the transformational learning process."
--Sharan B. Merriam, Department of Adult Education, University of Georgia
This volume continues the landmark work begun by Jack Mezirow over twenty years ago--revealing the impact of transformative learning on the theory and practice of adult education. Top scholars and practitioners review the core principles of transformation theory, analyze the process of transformative learning, describe different types of learning and learners, suggest key conditions for socially responsible learning, explore group and organizational learning, and present revelations from the latest research. They also share real-world examples drawn from their own experiences and assess the evolution of transformative learning in practice and philosophy. Learning as Transformation presents an intimate portrait of a powerful learning concept and invites educators, researchers, and scholars to consider the implications of transformative learning in their own professional work.
Author Notes
THE EDITOR
Jack Mezirow is emeritus professor of adult and continuing education at Teachers College, Columbia University. His previous books include Transformative Dimensions of Adult Learning, Fostering Critical Reflection in Adulthood, Last Gamble on Education , and others.
Reviews 1
Choice Review
The 12 chapters of this book are divided into three parts. The first part focuses on conceptual understanding of transformative learning, defined as shifts in learners' frames of reference from those that are taken for granted to those that are more inclusive, discriminating, open, emotionally capable of change, reflective, and more likely to guide action. In his introduction, Mezirow explains transformative learning theory as it has evolved since 1978. In the next chapters, different authors elaborate the conceptual underpinnings, including increasingly complex rational epistemologies, significance of asymmetrical relationships, formation of social responsibility for social change, and critical theory. In part 2, authors focus on strategies to promote transformative learning, including personal narratives, "transformative learning collaboratives," action learning, and collaborative inquiry in organizational settings. The authors of part 3 survey research on transformative learning issues and report on outcomes and issues raised at the First National Conference on Transformative Learning. This book will interest adult educators seeking a theoretical foundation to their efforts to enable adult learners to go beyond mere acquisition of knowledge and skills to experience personal and interpersonal growth and development. Recommended for upper-division undergraduates and above. P. S. Cookson Athabasca University
Table of Contents
| Preface | p. xi |
| Acknowledgment | p. xix |
| The Editor | p. xxi |
| The Authors | p. xxiii |
| Part 1 Developing Concepts of Transformative Learning | |
| 1. Learning to Think Like an Adult: Core Concepts of Transformation Theory | p. 3 |
| 2. What "Form" Transforms? A Constructive-Developmental Approach to Transformative Learning | p. 35 |
| 3. Inequality, Development, and Connected Knowing | p. 71 |
| 4. Transformative Learning for the Common Good | p. 103 |
| 5. Transformative Learning as Ideology Critique | p. 125 |
| Part 2 Fostering Transformative Learning in Practice | |
| 6. Teaching with Developmental Intention | p. 151 |
| 7. Individual Differences and Transformative Learning | p. 181 |
| 8. Transformation in a Residential Adult Learning Community | p. 205 |
| 9. Creating New Habits of Mind in Small Groups | p. 229 |
| 10. Organizational Learning and Transformation | p. 253 |
| Part 3 Moving Ahead from Practice to Theory | |
| 11. Analyzing Research on Transformative Learning Theory | p. 285 |
| 12. Theory Building and the Search for Common Ground | p. 329 |
| Name Index | p. 359 |
| Subject Index | p. 365 |
