Transformative Learning as an “Inter-Practice” Phenomenon

Abstract

Transformative learning theory and practice-based theory both offer compelling but distinct accounts of adult learning. The vicissitudes of individual meaning-making is the focus of transformative learning theory whereas practice-based accounts view participation in social practices as the key to understanding learning. Despite their differing views of the relationship between social context, individual experience, and the processes of learning, transformative learning and practice-based learning theories can be regarded as complementary. In this article, elaborations of practice-based learning theory are drawn on to highlight the learning potential of movement between social practices. Mezirow’s version of transformative learning theory is analyzed to disclose a role for social practices in the transformation process. In terms of the concepts of practice-based learning theory, it is proposed that “transformative trajectory” offers a potentially illuminating addition. In terms of Mezirow’s theory, it is argued that transformative learning can be viewed as an “inter-practice” phenomenon.

Using Transformative Learning Theory to Explore the Mechanisms of Citizen Participation for Environmental Education on the Removal of Invasive Species: The Case of Green Island, Taiwan

“…However, before taking practical action, the correct views must be established (Özdemir & Clark, 2007;Zhou, 2010); therefore, adults who are no longer enrolled in school must continuously revise their views based on the progress of science and create a new relationship with society and the environment. During the adult learning process, transformative learning provides an excellent theoretical basis, which allows the learner's thoughts, emotions, and actions to be formed unconsciously through their experiences (Hodge, 2014), and thus leads to actual participation actions.…”

Learning Cultural Competency through International Immersion Travel

“…The recognition of limitation and move toward change of meaning perspectives can lead to feelings of separation from the familiar community of practice leading to a renewed view of one's self and the world surrounding them. This renewed view facilitates movement from one social practice to another (Hodge, 2014).…”

“…The theory breaks down the learning into schemas and perspectives in order to understand the process. (Hodge, 2014). Adult learning is distinctive in the way that metacognition allows for an awareness of limited meaning perspectives when there is failure to cope with the current reality or situation leading to disorientation during challenging experiences.…”

Transformative Learning for Knowledge: From Meaning Perspectives to Threshold Concepts

“…To precipitate this question, a small qualitative study of transformative learning in the formal occupational context is introduced. This multiple case study research employed Mezirow's (1991) theoretical framework to conceptualize the project and analyze the findings (Hodge, 2010(Hodge, , 2011(Hodge, , 2014. Three case studies of occupational learning were selected using a modified version of King's (1998) survey instrument (designed to research transformative learning) to identify two programs in which higher levels of transformative learning were evident (as indicated by the survey responses), and one with lower levels.…”