Learning as Transformation: Critical Perspectives on a Theory in Progress

Journal of Physical Therapy Education, Fall 2004 by Sisola, Susan

Learning as Transformation: Critical Perspectives on a Theory in Progress. Jack Mezirow & Associates. San Francisco, CA, Jossey-Bass Inc Publishers, 2000, hardback, 358 pp, $42.

Some of the greatest challenges in preparing physical therapist students for autonomous practice are in the area of professionalism. How do we help students recognize and develop the necessary values and behaviors that uphold our commitment to serve diverse groups of patients with genuine compassion and respect? A text on teaching and learning in adult education provides some intriguing possibilities. Learning as Transformation is a collaborative text, coming out of the first National Conference on Transformative Learning in April 1998. This conference marked 20 years in developing the theory of transformative learning, initiated by Jack Mezirow in 1978, with the publication of his study of women returning to college. The primary theoretical foundation of Mezirow's work is perspective transformation. Through a process of critical self-reflection on their biographical, historical, and cultural beliefs about themselves and their role in society, the women developed new beliefs and perspectives about themselves and how they viewed the world. Fifteen scholars and practitioners join Mezirow in this text, presenting the core principles of transformative learning, analyzing the process of learning, describing different types of learners and learning strategies, and discussing findings from recent research.

While Learning as Transformation is directed at a diverse group of educators, the concepts and practices are relevant for faculty in professional health care programs. The book is divided into three parts: Part One, "Developing the Concepts of Transformative Learning"; Part Two, "Fostering Transformative Learning in Practice"; and Part Three, "Moving from Practice to Theory-Analyzing the Research." The preface is an interesting presentation of the theoretical development of this approach to learning and early influences of other disciplines.

Mezirow begins Part One presenting a conceptual and theoretical framework for transformative learning. The focus of transformative learning is the process of individuals learning to act on their own values and beliefs, rather than on those assimilated from others, thus gaining greater control over their lives as "socially responsible, clear thinking decision-makers." Transformative learning theorists use "frames of reference" to describe complex webs of assumptions, expectations, and values that act as filters through which we view the world and ourselves. Whereas instrumental learning is confined to adding only those ideas that are compatible to already existing frames of reference, transformative learning is described as a reformulation of these frames through a process of critical reflection. Transformations may be sudden and dramatic with reorienting insight, or they may be incremental, with a progressive series of transformations over time. These theorists suggest the result is not only a significant change in life perspective, but it is an actualization of that perspective. True transformative learning is said to occur when life is not merely seen from a new perspective, hut is lived from that perspective. The remaining chapters in Part I move from the theoretical to discussions of marginalized learners, the impact of asymmetrical power relationships on learning, and Nelson Mandela's transformative journey toward social responsibility. In Chapter 5, Stephen D Brookfield reinforces the role of critical reflection in transformative learning.

Part Two of the book addresses the practice of transformative learning with suggested instructional methods educators may use to teach with "developmental intentions." In Chapter 6, Kathleen Taylor describes her work in identifying methods that encourage understanding for meaning and transformed perspectives. Based on this analysis, she describes educational strategies, Including experienced-based methods where students are encouraged to consider multiple perspectives (versus a rush to the "right answer"), encouraging students to be more active in their learning (as instructors move away from the "expert" role), and reciprocally using experience to critique expert opinion and expert opinion to critique experience. Three sample assignments demonstrating these strategies are described in some detail. A discussion of educational and assessment strategies supporting "deep" versus "shallow" learning is also useful here. Readers are advised to consult other texts by Mezirow and this group of writers for more expanded discussions of educational strategies supporting transformative learning.

In Chapter 7, Patricia Cranton draws on psychological theories to suggest that learners, based on their psychological makeup, vary in how they experience learning. This perspective suggests an important role for the educator in creating learning experiences that recognize and incorporate these differences. Cranton further discusses the educator's awareness of their own psychological predispositions and how this influences their work with students.