Nicholas Bellino T.L.T. Blog Post

The Transformative Learning Theory best explains why adults learn because their education is a ‘transformational journey’ (Daloz, 1986, p.16) that should ‘promote development’ (Merriam, Caffarella, & Baumgartner, 2007, p.138).

Wilhelmson (2006) states that “the theory of transformative learning offers possibilities of analyzing learning processes in communication and interaction. The transformative learning theory deals with a deepened learning process based on critical reflection. Through transformative learning theory’s main theoretical concepts are the work processes of joint leadership they can also be analyzed and understood as processes of learning” (p.500).

Scott (2003) “highlights the social construction of transformation, which includes five processes: disequilibrium, internalization, relationships, imagination and changes in consciousness” (p.270).

I agree heavily on the viewpoints, theories, and the results of scholarly research performed by Daloz, who envisioned transformative learning as more of a ‘holistic’ and ‘insightful’ approach to adult education. I believe in Daloz’s goal for transformative learning, that is lifelong personal development for the adult, with the teacher as the mentor in the process (Merriam et al. 2007). I feel as though the teacher should be a guide, advisor, coach, and counselor to their adult students. They have to be there for their adult students; providing feedback, letting them know the expectations, holding them accountable for growth and development, establishing educational, professional, and personal goals, and enabling them to reach their full potential. I work hard on educating, enlightening, motivating, and advising students on working and developing their tangible and intangible skill-sets. I do this because I can see the aspiration, dedication, genuineness, eagerness, and willpower in the eyes and body language of my adult students.

Concluding, for adult learners who want to strive and achieve a higher education; I feel and believe that they want to gain knowledge (which can be used as power), attain credibility (which allow no one to second guess them based on their education anymore), prove something to themselves (internally) as a student and a person, and set them up for a higher level of success in their future professional and educational endeavors. For these reasons listed, I can make a respectable case how the transformative theory best explains why adults learn.

References:

Daloz, L.A. (1986). Effective teaching and mentoring: Realizing the transformational power of adult learning experiences. San Francisco: Jossey-Bass.

Merriam, S. B, Caffarella, R.S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.

Scott, S. (2003), “The social construction of transformation”, Journal of Transformative
Education, 1(3), pp. 264-84.

Wilhelmson, L. (2006). Transformative learning in joint leadership. Journal of Workplace Learning, 18(7/8), 495-507. Retrieved February 6, 2009, from ABI/INFORM Global database. (Document ID: 1146623781).