Theories Of Adult Education
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Publicado: 9 de octubre de 2012
Theories of Adult Education
No clear consensus exists on the specific theoretical base of adult education. However, adult education scholars group theories into three general themes--positivist (third person view), interpretive (second person view), and critical (first person view) (Briton, 1996; Darkenwald & Merriam, 1982; Peters & Jarvis, 1991). Theories support the transformation ofExtension are grounded in the critical perspective focused on power, ethics, lived experience, and emancipation.
Critical theory expands on the positivist view of adult education related to technical or skills-based knowledge (Wilson & Hayes, 2000). In particular, Mezirow's transformation theory of adult learning and Brookfield's theory of critical reflection in adult education shouldinform successful transformation of the Cooperative Extension System. These theories can increase creative thinking and work, provide fresh approaches, and overall, improve our ability to provide more democratic learning environments.
Transformative Learning Theory
Jack Mezirow, in his transformative learning theory states, "transformative learning for emancipation education is the business ofall adult education (1990, p. 357)." This psychological approach to adult learning developed by Mezirow in 1978 inspired many in the women's movement and focuses on deep changes in how adults see themselves and their world (Mezirow, 2000). Mezirow defines transformative learning as:
The process by which we transform our taken-for-granted frames of reference (meaning perspectives, habits of mind,mind-sets) to make them more inclusive, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide actions (Mezirow, 2000, p. 7).
Simply, transformative learning replaces a point of view with one that is more developed or mature (Merriam, 2004). The goal of this learning theory is learner empowerment throughcritical reflection for a more participatory learning society (Cranton, 1994). This theory suggests an event that catalyzes the transformative learning process. This learning process requires thinking deeply about assumptions that change due to the triggering event. The learner constructs new meaning of their experience from the new context created by the triggering event and through conversationwith others to assess and justify their assumptions. This transformative process results in reflective action from changes in life experience (Mezirow, 2000).
Mezirow suggests a 10-step process for transformative learning (Mezirow, 2000):
1. Experience a disorienting dilemma
2. Undergo self-examination
3. Conduct a deep assessment of personal role assumptions and alienationcreated by new roles
4. Share and analyze personal discontent and similar experiences with others
5. Explore options for new ways of acting
6. Build competence and self-confidence in new roles
7. Plan a course of action
8. Acquire knowledge and skills for action
9. Try new roles and assess feedback
10. Reintegrate into society with a new perspective
Implications forExtension Transformation
Transformative learning theory implications for Extension include the following.
* Interdisciplinary classes could guide transformation rather than just dissemination of content or a single discipline approach.
* The theory shows the dynamic power of group transformation for change (Hart in Mezirow, 1990). Personal transformation experienced in a group may catalyzeorganizational change more effectively than change initiated or catalyzed by an organization's leaders. Group transformation can build strong identity and solidarity across organizational units and levels in a turbulent environment (Franz, 2005).
* This theory validates the role of the teacher as a helper and facilitator of learning rather than just a teacher of information learning...
No clear consensus exists on the specific theoretical base of adult education. However, adult education scholars group theories into three general themes--positivist (third person view), interpretive (second person view), and critical (first person view) (Briton, 1996; Darkenwald & Merriam, 1982; Peters & Jarvis, 1991). Theories support the transformation ofExtension are grounded in the critical perspective focused on power, ethics, lived experience, and emancipation.
Critical theory expands on the positivist view of adult education related to technical or skills-based knowledge (Wilson & Hayes, 2000). In particular, Mezirow's transformation theory of adult learning and Brookfield's theory of critical reflection in adult education shouldinform successful transformation of the Cooperative Extension System. These theories can increase creative thinking and work, provide fresh approaches, and overall, improve our ability to provide more democratic learning environments.
Transformative Learning Theory
Jack Mezirow, in his transformative learning theory states, "transformative learning for emancipation education is the business ofall adult education (1990, p. 357)." This psychological approach to adult learning developed by Mezirow in 1978 inspired many in the women's movement and focuses on deep changes in how adults see themselves and their world (Mezirow, 2000). Mezirow defines transformative learning as:
The process by which we transform our taken-for-granted frames of reference (meaning perspectives, habits of mind,mind-sets) to make them more inclusive, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide actions (Mezirow, 2000, p. 7).
Simply, transformative learning replaces a point of view with one that is more developed or mature (Merriam, 2004). The goal of this learning theory is learner empowerment throughcritical reflection for a more participatory learning society (Cranton, 1994). This theory suggests an event that catalyzes the transformative learning process. This learning process requires thinking deeply about assumptions that change due to the triggering event. The learner constructs new meaning of their experience from the new context created by the triggering event and through conversationwith others to assess and justify their assumptions. This transformative process results in reflective action from changes in life experience (Mezirow, 2000).
Mezirow suggests a 10-step process for transformative learning (Mezirow, 2000):
1. Experience a disorienting dilemma
2. Undergo self-examination
3. Conduct a deep assessment of personal role assumptions and alienationcreated by new roles
4. Share and analyze personal discontent and similar experiences with others
5. Explore options for new ways of acting
6. Build competence and self-confidence in new roles
7. Plan a course of action
8. Acquire knowledge and skills for action
9. Try new roles and assess feedback
10. Reintegrate into society with a new perspective
Implications forExtension Transformation
Transformative learning theory implications for Extension include the following.
* Interdisciplinary classes could guide transformation rather than just dissemination of content or a single discipline approach.
* The theory shows the dynamic power of group transformation for change (Hart in Mezirow, 1990). Personal transformation experienced in a group may catalyzeorganizational change more effectively than change initiated or catalyzed by an organization's leaders. Group transformation can build strong identity and solidarity across organizational units and levels in a turbulent environment (Franz, 2005).
* This theory validates the role of the teacher as a helper and facilitator of learning rather than just a teacher of information learning...
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