Transformative Learning

Cranton, Patricia; Taylor, Eugene

doi:10.4324/9780203357385.ch21

Cited by 50 publications

(119 citation statements)

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“…Additional analysis of the R1 university teachers’ reported experiences using SR in their German instruction provides a more complete picture of student learning outcomes associated with SR work. Because transformative learning represents a metacognitive process, triangulated self‐report data are commonly used to capture evidence of perspective transformation (Cranton & Hoggan, 2012). The current study, focusing on learner perceptions of SR, draws primarily on self‐report survey data and only indirectly measures transformative learning.…”

Section: Transformative Learning and Structured Reflectionmentioning

confidence: 99%

Staging transformative learning across collegiate language curricula: Student perceptions of structured reflection for language learning

Crane

Sosulski

2020

Foreign Language Annals

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Building on recent efforts to bridge transformative learning and world language education (Clifford & Reisinger, 2019; Johnson, 2015; Randolph & Johnson, 2017), this article explores how perspective‐shifting can be fostered among L2 learners through critical reflection tasks staged across collegiate language curricula. A range of reflection tasks designed to decenter the self from existing assumptions, beliefs, and values as learners try on and respond to cultural perspectives different from their own is presented, focusing on the developmental needs of learners at different instructional levels. The study investigates how beginning to advanced collegiate L2 learners perceive working with structured reflection (SR) tasks across two German programs in the United States (an R1 state university and a private liberal arts college). Analysis of student surveys (n = 237) shows that L2 learners largely valued doing reflective work and that some learners found SR helped them to think about and evaluate their learning and facilitate perspective‐shifting.

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Section: Transformative Learning and Structured Reflectionmentioning

confidence: 99%

Staging transformative learning across collegiate language curricula: Student perceptions of structured reflection for language learning

Crane

Sosulski

2020

Foreign Language Annals

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“…This important distinction brings forth the complementary nature of the two sides of transformative learning, namely the need for individuals to transform themselves through awareness of the limiting structures leading to praxis) which in tum can lead some to join <political' forces to bring about a change in the world in which they live. Thus, contrary to the concept of 'learning organisations', popularised by Senge, organisations, according to Cranton (2013) do not learn but may change through the transformative learning experienced by the individuals who form part of the organisation. Merriam and Caffarella (1999) define transformative learning as change;…”

Section: Methodsmentioning

confidence: 90%

Jack Mezirow's Conceptualisation of Adult Transformative Learning: A Review

Calleja

2014

Journal of Adult and Continuing Education

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This paper traces the evolution of Jack 1vfezjrow l s transformative learning theory and its conceptualisation.lt discusses the three major influences, namely Thomas Khun)s philosophical conception of paradigm, Freire's conception of consden· tisation and consdousness growth, and Habermas' domains of learning and the discussion of language as communica tive action. The paper concludes with a discussion of the main concepts underlying the theory of transforrnative learning -a theory grounded in robust theoretical traditions -and presents a process of transformation which leads the adult learner through a process that initiates in a moment of disorientation and ends in transforrnative self~reflection that results in the transformation of one's perspective.

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“…The theoretical orientation of sustainability strategic management is based on shared value rationality, which promotes a change of design in the purpose of business, going beyond exclusive economic-financial objectives [16,17], and how to attain them [18]. From the pedagogical point of view, it implies fostering an education that stimulates critical reflection [9] and also leveraging social transformative learning [19], which would put more collectivist goals into practice, as proposed by stakeholder's approaches [20].…”

Section: Introductionmentioning

confidence: 99%

“…Critical reflection is a trigger for transformative learning, which manifests itself in visible change in people's conceptions and actions [19]. As Rigg and Trehan [59] (p. 374) explained, "Critical reflection engages participants in a process of drawing from critical perspectives to make connections between their learning and work experiences, to understand and change interpersonal and organizational practices."…”

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confidence: 99%

An Assessment of Critical Reflection in Management Education for Sustainability: A Proposal on Content and Form of Shared Value Rationality

2018

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This article describes and analyzes a proposal for the teaching-learning of strategic management for business students, from the angle of critical reflection (CR) presuppositions. The proposal was designed to broaden the dominant rationality in teaching strategies at business schools and has been in progress since 2011 in a Brazilian business school. We argued that changes in the organizational environment and in competition demand not only a review of strategy theoretical content, but also of the way that strategy is taught with more critical and reflective teaching-learning approaches. We conducted a survey to analyze the results of this educational experience from students' points of view. Considering a sample of 165 undergraduate students who have taken the course since its implementation, we evaluated the students' CR levels. The results present implications for professors, business schools, and researchers, revealing challenging aspects and also CR enhancers in the context of the undergraduate strategy initiative. We expect that the described experience can be replicated and improved in comparative studies in different geographical and disciplinary contexts, encouraging the evaluation and promotion of CR in the teaching of strategic management in business education.

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Transformative Learning

Cited by 50 publications

References 0 publications

Staging transformative learning across collegiate language curricula: Student perceptions of structured reflection for language learning

Staging transformative learning across collegiate language curricula: Student perceptions of structured reflection for language learning

Jack Mezirow's Conceptualisation of Adult Transformative Learning: A Review

An Assessment of Critical Reflection in Management Education for Sustainability: A Proposal on Content and Form of Shared Value Rationality

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