The Centrality of Meaning-Making in Transformational Learning: How HIV-Positive Adults Make Sense of their Lives

Abstract

At the heart of transformational learning is meaning-making—the act of "making sense" of an experience. A review of the literature on adult and transformational learning, adult development, and counseling revealed that there are few detailed descriptions of the process of meaning-making. The purpose of this study was to understand how meaning is constructed in the lives of those diagnosed as HIV-positive. Face-to-face interviews were conducted with a sample of 18 HIV-positive men and women. Using the constant comparative method, an inductive analysis of the data revealed a process for meaning-making that involves a period of initial reaction to the diagnosis, a catalytic experience that sets into motion the meaning-making process, and three distinct yet interrelated phases of reflection and activity. The findings not only provide a clearly delineated description of the meaning-making process, they also reveal unique contributions that underscore the centrality of meaning-making in transformational learning.

HIV/AIDS Stories on the World Wide Web and Transformation Perspective

“…Our search of literature suggests that this study may be the first by communication scholars of transformation experience. Different methodologies (mostly personal interviews) were employed in the foundational studies of the transformation perspective in adult education (Courtenay, et al, 1998, Baumgartner, 2000 Q3 . None of the earlier researchers analyzed self-reported stories 410 on the web.…”

“…In recent years, scholars, mainly in adult education, extended the study of transformative experiences to individuals diagnosed with HIV (Baumgartner, 2000;Courtenay, Merriam, & Reeves, 1998) and transformational dialogue (Foss & Foss, 2001 The present study investigates the transformation perspective, an approach applied to PLWHAs by Courtenay, Merriam, Reeves, and Baumgartner (2000) Q4 .…”

Employee Transition Throughout an Appreciative Inquiry Intervention

“…Mezirow (1990) says in respect of critical reflection that "challenges and negations of our conventional criteria of self-assessment are always fraught with threat and strong emotion" (p. 12). Similarly, Courtenay, Merriam and Reeves (1998) explain that "when assumptions are challenged, emotions are aroused …. Consequently, educators of adults should not be surprised when some adult learners become distressed over points of view that threaten long-held assumptions" (p. 80).…”

“…They state that the "transition experience is predictable and quite normal" (p. 61) and that they have not come up with any sure-fire ways to avoid the uncomfortable parts of the process adding that "if people missed the tough parts of the adaptation process, we think they would miss many of the learning opportunities we believe are inherently present in every transition" (p. 61). The initial rise in morale is not always observed and, according to Courtenay et al (1998), can be described as "denial (French & Delahaye, 1996, p. 26).…”

“…According to Courtenay et al (1998), "at the heart of transformational learning is meaning-making -the act of 'making sense' of an experience" (p. 65) and they advise that facilitators of change can maximise their role if they are "knowledgeable about the centrality of meaning-making in transformational learning" (p. 80). Mezirow (1990) maintains that "to make meaning means to make sense of an experience; we make an interpretation of it.…”