Transformational Learning
Transformational learning is a theoretical educational term that refers to a process
whereby a learner re-evaluates past beliefs and experiences which had been
assimilated based on the assumptions of others.[1] Its study began with the work of Jack
Mezirow and is described as learning that results in deep changes in a learner and
produces a significant shift that impacts the learner’s subsequent experiences.[2]
Transformational learning changes a learner’s perspective in three dimensions: the
psychological, referring to the understanding of one’s self, the convictional, referring to
the alteration in one’s set of beliefs, and the behavioral, referring to the revision of one’s
lifestyle.[3] Crucial to transformational learning theory is the establishment and the
clarification of the learner’s prior assumptions and the development of strategies to
change them in conjunction with critical reflection on the validity of new concepts in
order to have a changed perspective and become an autonomous learner.[4]
Perspective transformation usually occurs after a disorienting dilemma arising from a
crisis or major transition in life or from an accumulation of such factors over a period of
time and can also result from something learned from sources such as that of a teacher.
Significant for this type of learning is the basically rational changing of the learner’s
frames of reference by critical reflection of his/her beliefs and consciously planning and
executing actions that reflect such changes. Transformational learning is also seen by
others as a spiritual or emotional change, as in the experience of undoing and
transcending racist, sexist and other oppressive attitudes, in order to cope and make
sense of the world.[5]
Normally, people learn from instruction, study, observation and personal and other
people’s experiences. They continue to learn and refine their learning as they get older,
and I suppose most people have had transformational learning experiences at some
point in their lives or are in the process of resolving issues in their minds.
I am no different. I would consider my changing from a Catholic into a free-thinker in
matters of religious teaching and the concept of God as transformational learning. I
subscribe to free thought in that until there is conclusive and dispassionate scientific
evidence that is understandable and demonstrable in human terms on the validity of
Catholic doctrine, it is just one of a number of faiths or belief systems that may or may
not be true. It is entirely possible that only one faith is the true one, that all of these
faiths and their different variations are equally true and also that none of these are true.
The basic teachings of all faiths are excellent guidelines for living a moral and just life,
but not being affiliated with a particular or of any faith for that matter, does not translate
into having no moral principles.
I had a Catholic upbringing and believed in and practiced my faith until I finished high
school, after which I gradually doubted the infallibility of all of the church’s
pronouncements. I had what is termed by Mezirow as a disorienting dilemma, which is
the first phase in transformational learning. I had come to realize that I do not perceive
the presence of a personal God in my life or in the lives of other people. What I had
was having faith on something that I was instructed to have faith to without something
tangible to support it. Perhaps, faith is a distinct quality or a special gift that church
members possess, which I respect very much, but simply do not have.
The Christianization of the Philippines by Spain was an accident of history and the
manner in which the Spaniards colonized and administered the Philippines contradicted
the Catholic precepts they taught. In my view, this negates the moral ascendancy of the
introduced religion over other beliefs.
After my transformational learning, I am still guided by the church’s moral teachings, but
have ceased going to church, praying and participating in Catholic proceedings unless
they are practically required by circumstances.
[1] “Transformative Learning”, Wikipedia, 12 April 2011, <http://en.wikipedia.org/wiki/Transformative_learning> [accessed 20 May 2011]
[2] Sunny Cooper, “Jack Mezirow Transformational Learning”, Theories of Learning in Educational
Psychology, <http://www.lifecircles-inc.com/Learningtheories/humanist/mezirow.html>
[accessed 20 May 2011]
[3] “Transformative Learning”
[4] Michael Tsao et al, “Transformative Learning”, 7 January 2008,
<http://projects.coe.uga.edu/epltt/index.php?title=Transformative_Learning> [accessed 20 May 2011]
[5] “Transformative Learning”
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