Transformative Learning for Knowledge: From Meaning Perspectives to Threshold Concepts

Abstract

Mainstream transformative learning emphasizes personally significant learning and liberation from limited ways of being in the world. Reflecting humanistic and emancipatory philosophical commitments, this emphasis can make it difficult to appreciate the transformative potential of learning for and by knowledge, a type of transformation adults can experience in the process of learning occupations and disciplines. The analysis presented in this paper is prompted by a small, qualitative study of transformative learning that highlights the role occupational knowledge can play in triggering and bestowing meaning upon personal change. While mainstream transformation theory illuminates aspects of this learning, the alternative theory of 'threshold concepts' accounts for the part played by formal knowledge. It is argued that transformation theory can be enhanced by threshold concepts theory when it is shown that the transformative potential of formal knowledge can be viewed as consistent with humanist and emancipatory principles.

Liminal States of Disorienting Dilemmas: Two Case Studies of English Teacher Candidates

“…Threshold concepts certainly share characteristics with Mezirow’s (1991) transformative theory (Hodge, 2019; Land et al, 2010). One similar element is this disruption (i.e., disorienting dilemma) in the learning, which, according to Meyer and Land (2003, 2005), can also be a product of threshold concepts—defined as material or content the learner encounters.…”

“…Simply put, once a student breaks through a core concept within a discipline, the learning of related concepts that make up the discipline can follow. Hodge (2019) notes the distinguishing factor in Mezirow’s (1991) transformative theory is the element of humanism, instead of a “mastery of bodies of knowledge” which is a “secondary or even irrelevant issue” in the transformation that occurs with a more “inherent attunement to individual potential” (p. 134).…”

“…The important distinction here is between the formal knowledge pertaining to threshold concepts versus the personal, experiential learning that Mezirow’s theory proposes. Hodge (2019) argues that threshold concepts theory “enhances” transformation theory when there are “humanist and emancipatory principles” involved (p. 133). More to our argument here, though, we turn to both Mezirow’s (1991) and Meyer and Land’s (2003, 2005) theories to help explain the process of learning that is occurring.…”

“…More to our argument here, though, we turn to both Mezirow’s (1991) and Meyer and Land’s (2003, 2005) theories to help explain the process of learning that is occurring. As Hodge (2019) keenly points out, we can turn to the tenets of both theories to understand how highly personal and unique transformative learning is in formal educational contexts; therefore, “the humanistic and emancipatory commitments of transformation theory remain unchallenged despite formal education being acknowledged as the setting for transformation” (p. 135).…”

“…Borrowing from Hodge (2019), we consider the student teaching placement as the “formal educational context” where there is a domain of knowledge intended to be gained. The deeply personal journey of becoming a teacher will surely pose threshold concepts.…”