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RIEN T. HAVENS Transdisciplinarity and Transformative Learning: Reviewing the Literature Rien 3/20/2010 I put this document together in an attempt to begin to organize and understand the literature centering on transdisciplinarity and transformative studies, and further my understanding of project implementation, in community and workplace settings. I left higher education out of the picture because workplace and community settings are more inspirational. If you have MS Word 2007, you can use the table of contents to navigate through this document by holding down control and clicking on the chapter you would like to view, if you are viewing it in .pdf, this feature is not available. Happy reading!

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A literature review on transformative learning and transdisciplinarity, with a few added thoughts at the end.

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Page 1: Review of Trans Formative Learning

RIEN T. HAVENS

Transdisciplinarity and Transformative Learning:

Reviewing the Literature

Rien

3/20/2010

I put this document together in an attempt to begin to organize and understand the literature centering on transdisciplinarity and transformative studies, and further my understanding of project implementation, in community and workplace settings. I left higher education out of the picture because workplace and community settings are more inspirational. If you have MS Word 2007, you can use the table of contents to navigate through this document by holding down control and clicking on the chapter you would like to view, if you are viewing it in .pdf, this feature is not available. Happy reading!

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CONTENTS Fostering Transformative Learning (Taylor, 2009) ...................................................................................................... 4

Core elements ................................................................................................................................................................. 4

Individual Experience ............................................................................................................................................... 5

Promoting Critical Reflection ................................................................................................................................... 5

Dialogue ...................................................................................................................................................................... 5

Holistic Orientation .................................................................................................................................................... 6

Awareness of context ............................................................................................................................................... 6

Authentic Relationships.............................................................................................................................................. 7

Conclusion .................................................................................................................................................................... 7

Transformative Learning Theory (TLT) (Mezirow, 2009) ............................................................................................ 8

Transformative Learning: Origins and Development .............................................................................................. 8

Instrumental and Communicative Learning ................................................................................................................ 8

Epistemic Assumptions .................................................................................................................................................... 9

Dynamics: The Learning Process .................................................................................................................................. 9

Application: Graduate Adult Education ................................................................................................................. 10

Psychology and Transformative Learning .............................................................................................................. 10

Individuation: Jungian Psychology....................................................................................................................... 10

Traumatic Learning ................................................................................................................................................. 10

Promising Directions for Future Development ........................................................................................................ 11

Imagination Intuition, Emotion ............................................................................................................................... 11

Cosmology ............................................................................................................................................................... 11

Rationality and Ideology ...................................................................................................................................... 11

Transformational learning in the workplace (Choy, 2009) ..................................................................................... 11

Overview ...................................................................................................................................................................... 12

The aspects of transformational learning ............................................................................................................... 12

Elements of Learning Design ..................................................................................................................................... 14

Conclusions .................................................................................................................................................................... 14

The Evolution of Mezirow’s transformative learning theory (Kitchenham, 2008) ................................................. 15

Early development ........................................................................................................................................................ 15

Personal Reflections ............................................................................................................................................... 16

Development of Learning Theory ............................................................................................................................ 17

Types of Learning ....................................................................................................................................................... 17

Personal Reflections ............................................................................................................................................... 18

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Three Aspects of Transformation ............................................................................................................................. 18

Critical Self Reflection ................................................................................................................................................ 19

Personal Reflection ................................................................................................................................................. 20

The Emergence of Transdisciplinarity as a Form of Research (Hirsch Hadorn G., 2008) ................................. 20

The three types of knowledge utilized in TDR are: .............................................................................................. 20

Target Knowledge ...................................................................................................................................................... 21

Systems Knowledge .................................................................................................................................................... 22

Knowledge of Transformation .................................................................................................................................. 22

Facilitating Transformative Learning: Engaging emotions in an online context (Dirkx & Smith, 2009) .......... 24

Overview ...................................................................................................................................................................... 24

Reflections ..................................................................................................................................................................... 25

Transformative Learning as Workplace Education (Mezirow & Taylor, 2009) .................................................. 25

Engaging Critical Reflection in Corporate America (Brookfield, 2009) ............................................................... 25

Charting the Course: How storytelling can foster communicative learning in the workplace (Tyler, 2009).. 26

Defining Storytelling ................................................................................................................................................... 26

Mezirow’s Seven Conditions for Critical Discourse ............................................................................................... 27

Context .......................................................................................................................................................................... 27

Prompting Stories ........................................................................................................................................................ 27

Facilitating Dialog Afterwards ................................................................................................................................. 28

Fostering a Learning Sanctuary for Transformation in Sustainability Education (Lange, 2009) ..................... 28

The Teaching and Learning Process ........................................................................................................................ 29

Creating Sanctuary ..................................................................................................................................................... 29

Conclusions .................................................................................................................................................................... 30

Popular Education, Women’s Work, and Transforming Lives in Bolivia (Hansman & Kollins Wright, 2009) 30

The OJM........................................................................................................................................................................ 31

The Legal Promoters Course ..................................................................................................................................... 31

Role of the Facilitator ................................................................................................................................................. 31

Reflection ...................................................................................................................................................................... 31

Promoting Personal Empowerment with Women in East Harlem Through Journaling and Coaching (Meyer, 2009) ................................................................................................................................................................................. 32

Reflections ..................................................................................................................................................................... 32

Farmer Field Schools: A platform for Transformative Learning in Rural Africa (Duveskog & Friis-Hansen, 2009) ............................................................................................................................................................................. 32

Learning from Case Studies (Krohn, 2008) ................................................................................................................ 33

Ideographic vs. Nomothetic, a Controversy ........................................................................................................... 33

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Learning from Case Studies ...................................................................................................................................... 33

Types of Transdisciplinary Learning ........................................................................................................................ 34

Conclusion ..................................................................................................................................................................... 35

Management (Hollaender, Celine Lobil, & Wilts, 2008) ......................................................................................... 35

Crossing Boundaries ................................................................................................................................................... 35

Creating Synergy........................................................................................................................................................ 36

Developing Skills ......................................................................................................................................................... 36

Implementing Tools...................................................................................................................................................... 37

Conclusion ..................................................................................................................................................................... 37

Reflections ......................................................................................................................................................................... 38

Bibliography ..................................................................................................................................................................... 38

FOSTERING TRANSFORMATIVE LEARNING (TAYLOR, 2009)

The basis of transformative learning is “the most essential type of learning in adulthood” where people are

challenged to “assess their value system and worldview and are subsequently changed by the

experience,” p.3 this type of learning is called “communicative learning” by Mezirow & Associates (2000).

CORE ELEMENTS

Currently, there are six identified core aspects of transformative learning

1. Individual experience

2. Critical reflection

3. Dialogue

4. A holistic orientation

5. Awareness of context

6. An authentic practice

There are some new understandings that have emerged, for example, while critical reflection was once

thought to be a rational process, it is now understood to be feeling parts of experience that identify for

the person the important aspects of the learning process. Furthermore, these various aspects interpenetrate

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one another in a mutually dependent dynamic. Applying some of these individual elements independently

do not necessarily constitute transformative learning, the larger context and underlying assumptions

involved in the transformative approach need to be fully applied if the learning is going to be definitively

transformative.

INDIVIDUAL EXPERIENCE

Is the essence of what the learner brings…an agglomeration of past experiences, habits, memories, world

view, as well as the capacity to have experience in the classroom; since experience is understood (ME: in

part!) to be socially constructed, it can also be deconstructed and analyzed through critical reflection and

dialog. Other important aspects of transformation are the extent and nature of learner’s personal

experiences. For instance, if you were transforming manure into fertilizer, you need to start with the right

manure, and then the more manure there is, the more fertilizer can be produced! In the same way,

difficulties and obstacles in life can lead individuals to have the desire and motivation to rid them of a

limiting world view.

PROMOTING CRITICAL REFLECTION

Critical reflection encompasses questioning the assumptions of deeply held beliefs. There are three types

of reflection in relationship to meaning processes:

1. Content – reflecting on what

2. Process – reflecting on how

3. Premise – reflecting on why our world view leads us to perceive the way we do.

Premise reflection is the key to transformation, because it predicates a restructuring of the way we see the

world. There are many empirically verified layers to critical reflection, from the most basic to the most

essential. Tools for engaging effective critical reflection are online and personal journaling. Writing may

be particularly helpful because it allows people to articulate their world views externally and begin to

relate to them more precisely and in new ways.

DIALOGUE

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Dialogue is more than simple discussion about the logical or intellectual content of a point of view.

Dialogue in the transformative sense is the active questioning of the coherence and validity of our most

deeply held beliefs. Successful dialogue involves strongly affective components and subject matter of

importance and relevance to the participants. Ideally, group dynamic elements are also present like

having accurate and reliable information about the relevant subject(s); freedom from peers who pressure,

coerce, and enable distorted self perceptions; open empathic and respectful interrelationships that

encourage freedom of expression; increasing one’s awareness of contextually embedded experience;

equality and flexibility in group roles; an ability to accurately ascertain and effectively process

experience; and finally an ability to gain cohesive communal understanding of issues, with an added

ability to modify the group’s understandings.

HOLISTIC ORIENTATION

A holistic orientation engages the affective and relational ways of knowing. This approach is important

because learners engage in transformation when they are challenged with the way they relate and feel

about the world, not just their cognitive understandings. These ways of learning in transformative settings

engage the arts, creative expression, tolerate higher levels of emotional intensity, and even utilize strong

stories, performance, and imagery to elicit a transformation.

AWARENESS OF CONTEXT

A growing awareness of the context involves letting go of one’s personal perspectives and beginning to

look at the sociocultural factors involved in learning, the environment that the learning is taking place in,

their own past history, and the zeitgeist of the times. Research shows that individuals who have had a

recent significant event in their lives are more prone to change, again emphasizing the importance of

context and personal experiences within the frame of transformative learning. One difficulty in ushering

student’s awareness into a larger context is the time constraints of traditional educational models.

Sometimes the most effective and thorough transformations take significant amounts of time, communication,

dialog, etc. and it is difficult to provide the amount of time needed in this busy day and age.

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AUTHENTIC RELATIONSHIPS

The ability to build trusting and meaningful relationships with others is another foundation of

transformative learning. Relationships that are marked with trust and rapport give students the confidence

to dive into the difficult affective components of transformative learning, and provide the nurturance and

support for them to maintain their changes for the long term. Trust and rapport also facilitate open

discussion and communication, encourage personal sharing, and build a sense of community and

cooperation among students. The students also need to have authentic relationships with the teachers of TL.

The five aspects of authenticity are:

1. A strong sense of self awareness

2. A deep awareness of the needs and interest of learners and how they may differ from the interest

of the educator

3. Fostering the ability to be genuine and open with others

4. Developing awareness of how context shapes practice

5. Engaging in critical reflection and critical self-reflection about practice

CONCLUSION

One key question for transformative learning theory as it begins to grow and develop is the difference

between transformative learning and a learner centered focus in teaching. From the authors perspective,

while transformative learning always focuses on transforming the perspective of the learner, taking a

purely learner centered approach may result in a self centered, instead of socially and communally

conscious perspective, where one sees one’s place within the whole, and as the whole, instead of coming

from a closed and narcissistic point of view.

Truly, TL needs to be undertaken by those who have a desire to change the world for the better but this is

not nearly enough. Tremendous skill and precision, as well as bravery, patience, wisdom, care, and a good

deal of humor is also needed for successful transformative experiences. The previous core elements aim to

guide thinking regarding the essence and importance of transformative learning.

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TRANSFORMATIVE LEARNING THEORY (TLT) (MEZIROW, 2009)

The main aim of this text is to propagate and illustrate the instances in which TLT is currently being used,

and provide some essential elements for its discussion, practice, and evolution. This section discussed TLT,

discusses its theoretical and research orientations, identifies communicative learning, explicates how it was

first taught, and examines it within a contemporary scholarly context.

TRANSFORMATIVE LEARNING: ORIGINS AND DEVELOPMENT

Central to the theory of transformative learning is the concept of an advancement of consciousness,

personal growth and development, an expansion and development of one’s own world view. The theory of

transformative learning evolved out of a study examining the expansion of consciousness of a group of

women re-entering the work force, and was developed through a grounded theory approach. The

research found ten initial aspects of TLT:

1. A disorienting dilemma

2. Self-examination

3. A critical assessment of assumptions

4. Recognition of a connection between one’s discontent and the process of transformation

5. Exploration of options for new roles, relationships, and action

6. Planning a course of action

7. Acquiring knowledge and skills for implementing one’s own plan

8. Provisional trying of new roles

9. Building competence and self confidence in new roles and relationships

10. A reintegration into one’s life on the basis of conditions dictated by one’s new perspective

This process was identified in a specific group of learners, and varies some according to context.

INSTRUMENTAL AND COMMUNICATIVE LEARNING

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Instrumental and communicative learning was first distinguished by Jürgen Habermas. Instrumental learning

comprises knowing about (someone, something, etc.) and is characterized by the ability to exert influence

or control. Communicative learning strives to know with (someone, something, etc.) others in a critically self

reflective manner. Here are some key characteristics of communicative learning:

• Accurate and complete information

• Freedom from coercion and self deception

• Openness to variegated perspectives, respect for and seeking out of, the wisdom of others

• The ability to comprehend evidence and weigh decisions

• An awareness of context and underlying assumptions

• Equal opportunity to have various roles within the discourse

• Seeking to understand, facilitate consensus, and valuate new perspectives for current and

ongoing world views

EPISTEMIC ASSUMPTIONS

Epistemology is the content and meta-analysis of how we know what we know, and its validity. Questioning

epistemic assumptions consists of analyzing assumptions about sociocultural beliefs. Habermas suggests

differentiating empirical – analytical theories from reconstructive theories, the latter of which is an attempt

to reconstruct the general principles of the life world. Both the theory of communicative action and

transformative learning theory are reconstructive theories. Being a reconstructive theory, TLT provides a

framework for understanding the transformative processes of adult learners. Questioning epistemic

assumptions consist of questioning one’s basic assumptions, where they come from, what assumptions relate

to the problem at hand, the identification of problematic assumptions, and a host of other angles through

which to critically reflect.

DYNAMICS: THE LEARNING PROCESS

One’s world view is the structure through which the information of life experience continually flows.

Therefore, transformative learning may be encapsulated to mean “learning that transforms problematic

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frames of reference to make them more inclusive, discriminating, reflective, open, and emotionally able to

change.” p. 22

Frames of reference with these qualities will more often arrive at conclusions that are accurate, functional,

and more creative. Ordinary individuals usually do not have the ability to access these often non-conscious

structures in the mind, but we can experience the outcomes of these structures by the quality of information

that we process. The most transformative learning is the learning that questions the most central and

deeply held structures and reorganizes them. In short, transformative learning is the process by which

adults learn how to assess and work with their own world view. Transformations may be sudden, or

gradual; they may involve a new way of seeing the world, or a new way of being in itself.

APPLICATION: GRADUATE ADULT EDUCATION

The first TL doctoral program came from the Teachers College at Columbia University.

PSYCHOLOGY AND TRANSFORMATIVE LEARNING

TL has been connected to two different branches within psychology: Jungian Psychology and Trauma and

recovery

INDIVIDUATION: JUNGIAN PSYCHOLOGY

Carl Jung’s theory of types and individuation is similar to the differentiation in TLT between learning

outside awareness through intuition and learning in awareness through critical assumptions and judgments.

The theory of individuation also has similarities to those that enter into the process of transformation. Some

theorists connect the idea of individuation with the development of the personality, a greater facility of

communication between conscious and non-conscious aspects, integration of the psyche and internal

harmony. The communication between the non-conscious aspects and the conscious aspects is facilitated

through imagery and symbolism.

TRAUMATIC LEARNING

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Theorists including Roger Gould and Daniel Janik conclude that the transformative learning process can

allow individuals to drastically reframe their traumatic experiences into non-traumatic and even beneficial

circumstances through the TL process. Gould postulates a theory of epigenetic functioning that includes

childhood trauma affecting the genetic potential of the individual. Working through this trauma through

transformative learning can release positive genetic potentials that trauma has inhibited.

PROMISING DIRECTIONS FOR FUTURE DEVELOPMENT

There is a comprehensive review of TL theory by Cranton (2006), that includes issues not discussed here,

including the exemplary work in Womens Ways of Knowing by Belenky, et. al (1986) that illustrates the

difference between separate and connected knowing.

Furthermore there are three categories that the literature warrants a final consideration of: Imagination,

Intuition, Emotion; Cosmology; Rationality and Ideology

IMAGINATION INTUITION, EMOTION

One criticism of TLT is that it leaves out these three areas and focuses more intently on critical self

reflection. Mezirow asserts that this criticism is justified in part, and then claims that imagination, intuition,

and emotion do play a part in TLT.

COSMOLOGY

Edmund O’Sullivan asserts in his very comprehensive approach to TL in Expanding the Boundaries of

Transformative Learning that TL entails a reorganization of one’s cosmology.

RATIONALITY AND IDEOLOGY

Critics of TL stress that the emphasis on rationality deemphasizes contextual factors. Mezirow responds by

contesting that rational discourse is framed within communicative action, where rational discourse forms the

foundation of examining context.

TRANSFORMATIONAL LEARNING IN THE WORKPLACE (CHOY, 2009)

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OVERVIEW

This is a summary of a case study of transformative learning (TL) in the workplace. The author

suggests that, although TL is a popular theoretical position, individual projects and articles about particular

instances of TL are relatively sparse in the literature.

TL, although highly influential in organizational theory, is much more widely addressed in higher

education. Additionally, of the elements of learning designs identified in a recent review by Taylor (2007),

five had particular impact on the cohort’s transformational learning at the Workforce Council. These were

subjective relevancy of content, direct and active learning experiences, use of varied media, trustful

relationships, and organizational support to act on new understandings. p. 66 (Choy, 2009)

Of the elements of learning designs identified in a recent review by Taylor (2007), five had

particular impact on the cohort’s transformational learning at the Workforce Council. These were subjective

relevancy of content, direct and active learning experiences, use of varied media, trustful relationships,

and organizational support to act on new understandings.

THE ASPECTS OF TRANSFORMATIONAL LEARNING

According to Mezirow, there are eight aspects of transformational learning. These eight aspects were

applied to a cohort of 12 workplace students through a university setting in Queensland for this study. The

eight aspects of transformation learning were individually addressed with evidence from interviewing,

receiving feedback from, and assessing the cohort. The eight aspects are:

1. Seek Meanings of Experiences – here, the cohort critically examined their experiences working,

the assumptions that directed actions, and the shared rules for conduct. Often, this was a disturbing

experience that had the potential to catalyze change.

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2. Engage in Deliberate Mindful Efforts to Learn – “Mindful learning is the continuous creation of

new categories, openness to new information, and an awareness and appreciation of multiple

perspectives.” (Langer,1997) in (Choy, 2009) p. 71

3. Validate and Expand Beliefs and Understandings – in addition to the critical analysis of

assumptions and discourse around reevaluation of assumptions, learners in the cohort were

reported to receive and seek out accurate and complete information readily, discuss it, and

because of this: high levels of action steps were undertaken.

4. Accept Others as Agents With Interpretations of Their Experiences That May Prove True or

Justified – This aspect is an essential and basic respect for the views of others, and an interest in

other’s points of view. This facilitated and empowered the group members to show up more fully,

and bring more skill and discussion to the cohort’s meetings. In this particular cohort, the original

relationships of manager, worker, and executive began to break down and a more dynamic

acknowledgement of each person’s individual life experience and wisdom was honored more fully.

5. Validate Contested Beliefs and Understandings Through Reflective Discourse – There was a

general understanding that no individual can bring all the wisdom on a particular topic, the forum

of discourse was an arena where the beliefs of the members and organization were critically

analyzed and validated.

6. Understand the Meaning of What is Communicated by Becoming Aware of the Assumptions

(Intent, Truthfulness, Qualifications) of the Person Communicating and the Truth,

Appropriateness, and Authenticity of What is Being Communicated – The cohort exhibited an

understanding of the context from which individuals came from, and this was often a disquieting

experience, revealing the damages that unrealistic assumptions can cause.

7. Make Meaning of Experiences Through Acquired Frames of Reference – The learners applied

new frames of reference to make sense out of the new information produced and revealed

through discussion

8. Transform Frames of Reference by Becoming Critically Reflective – The time and space for

critical reflection by the cohort was viewed as incredibly important for disconnecting the individual

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mindset from the day to day activities of work, into a critical examination of what works and what

doesn’t work in work life.

ELEMENTS OF LEARNING DESIGN

There were five elements of learning design that supported TL. These five were identified by (Taylor,

2007) in (Choy, 2009) p. 77 and are “subjective relevancy of content, direct and active learning

experiences, use of varied media, trustful relationships, and organisational support to act on new

understandings.”

1. Subjective Relevancy of Content – cooperation between the practitioners and the learners

regarding content was central and a key feature of the ability to make the content highly

relevant. This aspect can be a challenge facing academics, because they are necessarily not

expert practitioners.

2. Direct and active learning experiences – The learning experiences were set in the context of the

organization, and driven by the objectives of the entire cohort.

3. Varied Media – different types of interaction tools were used, including online formatting. One

piece that stood out was the transfer of tacit knowledge to explicit knowledge via self reflective

exercises.

4. Trustful Relationship – In the cohort, there was a movement from hierarchical structures of

organizational roles to more trustful dialog. This was a key in creating a TL experience.

5. Institutional Support to Act on the New Understandings – There was a tension within the

workplace that had to do with the close bonds made in the TL experience, but because

participants included people from all levels of the organization, there was significant

organizational support for actionable tasks resulting from the TL.

CONCLUSIONS

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One aspect of TL that I find particularly poignant is that it can offer very specific content domains,

while maintaining the larger perspective of transformation, questioning assumptions, critical reflection, and

positively directed habituation; it is a very complete format. As I think and write further about

transformative learning, I would like to find a more “standardized” way to assess, teach, and facilitate

transformative learning processes, as many of the practices at this stage appear mildly vague.

In addition to the specific conceptual restructuring of world view that is encouraged by TL, I feel there

is also a non-conceptual aspect of transformation that is defined by repeated practice and habituation to

a transformed world view. I find myself interested in how this “practice” aspect fits into TL as a whole and

TL in the work place specifically.

References to: “Taylor, E. W. (2007). An update of transformative learning theory: A critical

review of the empirical research (1999-2005). International Journal of Lifelong Education, 26, 173-191.”

Were ubiquitous in this article, and I found myself frustrated in that I couldn’t locate it through the C.I.I.S.

database, at some point I may have to drive to main campus at C.U. and search their database for this

article.

THE EVOLUTION OF MEZIROW’S TRANSFORMATIVE LEARNING THEORY (KITCHENHAM, 2008)

EARLY DEVELOPMENT

Transformative Learning was first applied in the early 70’s to women retraining in job skills.

1. A disorienting dilemma

2. A self-examination with feelings of guilt or shame

3. A critical assessment of epistemic, sociocultural, or psychic assumptions

4. Recognition that one’s discontent and the process of transformation are shared and that others

have negotiated a similar change

5. Exploration of options for new roles, relationships, and actions

6. Planning of a course of action

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7. Acquisition of knowledge and skills for implementing one’s plans

8. Provisional trying of new roles

9. Building of competence and self-confidence in new roles and relationships

10. A reintegration into one’s life on the basis of conditions dictated by one’s perspective

These are the ten stages that the women who had undergone a “personal transformation” could have gone

through.

According to Mezirow, a dilemma that causes one to reassess one’s paradigms and assumption is exactly

what is needed in order to catalyze a process of transformation and growth.

PERSONAL REFLECTIONS

ME: Mezirow seems to address the conceptual basis for transformation, but not necessarily the non-

conceptual basis. Up until now, it seems as if worldview is seen to transform by a function of conceptual

elaboration, critical self awareness, and application of that learning to life experience.

In the world view interviews, it appears that world view is transformed first in the source domain, builds up,

and then begins to influence other domains through life experience and self reflection. But this process

necessitates one to have relevant experiences that allow one to bridge the source and target domains, and

might be vulnerable to conceptual back sliding as effects from habits of mind and cultural immersion sink

back in and effect individuals. What if there is an ability to have instead of a domain specific, a domain

general (non-conceptual) way to effect and transform target domains? A state of mind that, once reached,

is applicable to all domains instead of context?

ME: this view challenges or alleviates conceptual structures because it in itself shakes the core of

conceptualization. It shows that direct experience is the greatest tool for transformation and change, and

allows the individual in a non-conceptual way to reduce overconceptualization and begin to relate more

directly with experience, therefore, it is a domain general method of transformation.

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DEVELOPMENT OF LEARNING THEORY

One criticism of traditional learning from this perspective is that it is likened to a banking method, where

the teacher deposits information into the students. This does not encourage critical examination or

creativity, rather the storage and dissemination of a “dead” set of data.

In the 70’s Paulo Friere began to conceive of “conscientization” which is “learning to perceive social,

political, and economic contradictions – developing a critical awareness – so that individuals can take

action against the oppressive elements of reality.”

Mezirow turned to Habermas’ work in the early eighties and adopted three domains for his transformative

learning theory: the technical, the practica, and the emancipatory. The first two are more understandable,

and the third is different because it involves the learner assessing their own worldview in a process of

critical self reflection.

According to Mezirow, “The emancipator processesthe emancipatory process of becoming critically aware

of how and why the structure of psycho-cultural assumptions has come to constrain the way we see

ourselves and our relationships, reconstituting this structure to permit a more inclusive and discriminating

integration of experience and acting upon these new understandings. (p. 6)” in (Kitchenham, 2008) p. 110

Mezirow’s transformative learning theory has been revised for over 30 years. Haberas’ three domains of

perspective transformation became instrumental, dialogic, and self reflective.

TYPES OF LEARNING

From Mezirow’s point of view, there are the basic three types of learning: instrumental, dialogic, and self-

reflective. In each of these three types of learning, there are a continued three types of learning process:

learning within meaning schemes, learning new meaning schemes, and learning through meaning

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transformation. The third happens when a situation arises that cannot be resolved through adding or

revising an existing scheme – and comes about through a redefinition of the problem formulation.

Mezirow states that there are a couple of ways that transformation can take place. One example is an

accumulation of knowledge (ME: elaboration) within one domain and have it leak to restructure other

domains through experience.

In 1991 Mezirow advanced his theory of transformation to include more everyday interactivity and

communication with people, which emphasizes the life experience aspect of personal transformation. He

also elaborated on closed minded perspectives that slow down or halt personal transformation, and that

these perspectives are distorted.

“He now contended that there are, in fact, three types of meaning perspectives: epistemic (related to

knowledge and how a person uses knowledge), sociolinguistic (related to language and how it is used in

social settings), and psychological (related to the way people viewed themselves). The remedy for any

epistemic, sociolinguistic, and psychological distortions is the perspective transformation through the revised

11-phase model and accompanying reflective discourse.” P 114 (Kitchenham, 2008)

PERSONAL REFLECTIONS

ME: I think Mezirow is saying that there are three different types of perspective within world view. These

three spheres correspond to the Buddha, Dharma, and Sangha, and he contends that the way to transform

an ordinary three into the three jewels is through the eleven phase model.

THREE ASPECTS OF TRANSFORMATION

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Mezirow suggests three different aspects of transformation: content, process, and premise. Where content

and process include reflections on what individual knowledge is possessed, and what mistakes or successes

have been made in process, premise reflection necessitates a broader view of how one fits into the context

of humanity, and results in a profound transformation according to Mezirow.

CRITICAL SELF REFLECTION

Mezirow went on to analyze critical self reflection: the core of transformation from two perspectives:

subjective and objective reframing. Subjective reframing involves reflecting on assumptions, rather than

reflecting on the value of the assumptions themselves. Objective reframing consists of either a narrative

reflection on information passed onto one, or an analysis of the assumptions themselves

Subjective reframing consists of a reflection on, rather than of, several key domains: narrative, systemic,

therapeutic, and epistemic

• Narrative is of one’s own belief’s and past experience

• Systemic is the contextualized reflection on beliefs and habits from society

• Therapeutic is an evaluation of one’s problematic feelings

• Epistemic is an evaluation of one’s base of knowledge

Mezirow in 2000 argued that a meaning perspective is a frame of reference and compromises habits of

mind and subsequent points of view. Habits of mind were subdifferentiated into groups: sociolinguistic,

noral ethical, epistemic, philosophical, psychological, and aesthetic.

Although meaning schemes often operate outside of awareness, they can be described by individuals.

They tend to determine the specific actions and reactions of the person unless they are analyzed critically.

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PERSONAL REFLECTION

ME: Mezirow’s most recent understanding of habit of mind and meaning schemes leads perfectly into a

discussion of non-conceptual and conceptual methods of transforming worldview.

THE EMERGENCE OF TRANSDISCIPLINARITY AS A FORM OF RESEARCH

(HIRSCH HADORN G., 2008)

In looking at the material from (Hirsch Hadorn G., 2008) the three types of knowledge in TDR, and the

four aims of TD stick out as core topics for the understanding of TDR, and will be looked at closely for the

purpose of this short paper.

THE THREE TYPES OF KNOWLEDGE UTILIZED IN TDR ARE:

1. Object knowledge

2. Systems knowledge

3. Transformation knowledge

The different spheres of knowledge (K) comprise different types of questioning from the perspective of

TDR. The three types of K should be understood not to be based on different realities, but different views

on the same undifferentiated reality. The first type of knowledge in TDR, target knowledge, arises when

one begins to question how problems are created in the life world, a term meant to encompass lived

experience. One necessarily looks to the problem itself and the perspectives held by individuals and

collectives in the context of the problem. Put simply, when someone wants to understand how to break or

change the rules of the system(s) effectively, one needs to learn and understand them first. Secondly, when

looking at the system as a whole, one must determine if and what kind of change in the system is feasible,

necessary, etc. This a step towards building knowledge of the system and the interactions of the various

factors identified in understanding target knowledge. Lastly, the conceptualization of the different actions

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that can be taken to transform the variety of perspectives and relationships into a more coherent and

functional whole dives into the knowledge of transformation.

In relating these three types of knowledge to the author’s own TDR interests, it is first helpful to define

the problem – and then dive into how it can be addressed through understanding the three types of

knowledge. The area of interest is in the transformation of consciousness and its application in business and

organizational settings, specifically to look at how one’s personal conceptual structure and non-conceptual

habituations inhibit higher levels of organizational productivity, and how its transformation can enhance

productivity, creativity, innovation, wellbeing, etc. The question, more specifically is: how do perspectives

change over time? What are the benefits of transformation? Can we assess and measure transformation?

TARGET KNOWLEDGE

The target knowledge for this question would be, unsurprisingly, heterogeneous. Part of the target

knowledge would come from the general scientific understandings of organizational theory, organizational

psychology, etc. Another piece of target knowledge would come from the specific instances of the

individuals being trained, what do they know already about the problem and what do they want to get

out of effort at transformation? The last stakeholder bit would come from the management and executive

branches of the organization, what are the outcomes that they would like/expect. Since corporate and

organizational training has been around for such a long time, an additional piece of target knowledge

could come from the current best practices within the specific target context, and the training and

educational systems that supply those practices to their practitioners.

Taking the various aspects of target knowledge into account can often provide new directions and

understandings within a given field. For example: in my past experience working with organizations has

been in corporate and retail sales training. Often, this area of practice teaches particular “scripts” to new

sales people to help reduce the anxiety and emotional stress brought up by not knowing what to say. As is

often the case with limited perspectives, the state of mind of the customer was not fully taken into account.

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In taking a short survey of the customers at one particular sales location, I found that the number one

reason customers said they wouldn’t buy was sales person inauthenticity and a lack of trust. In defining this

problem more clearly for the sales people and the customers, the author found a dualism: the sales people

are anxious because they don’t feel trusted by the customer, so they put on a fake act to reduce the

anxiety, which creates a feeling of alienation in the customer, causing them to distance from the sales

person. In reframing the problem through a new lens, the author focused on giving basic emotion reading

skills to the customer service professionals coupled with an ability to respond to those discreet emotions

appropriately, dealing with both the feeling of trust and inauthenticity from the perspective of the

customer as well as the anxiety due to ambiguity on the side of the sales people.

SYSTEMS KNOWLEDGE

The second type of knowledge, systems knowledge takes into account the variety of perspectives and

the need to integrate these perspectives to determine what, if any, change is necessary in order to bring

about the desired outcomes. To take the previous example, although the sales people themselves

understood clearly the advantage of responding to customers based on a combination of their emotional

state and their spoken content, and the executives were on board with the perspective change from

pressure and manipulation focused to a rapport and emotion based form of customer interaction, the

middle management’s perspective was that pressure tactics and manipulation were what worked best in

sales, because most of the management had gotten that position by being in sales for a significant period

of time. Because I didn’t take this aspect of systems knowledge into account, and was unable to shift the

perspective of the management, the sales people who began using the different system of interaction were

maligned by the management, and the perspective shift in some instances did not take hold within some of

the first organizations I worked with.

KNOWLEDGE OF TRANSFORMATION

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The third type of knowledge, knowledge of transformation is an understanding of the ways and means

that transformation of perspectives takes place while much of this knowledge comes from my reading of

transformative learning theory (TL), much also comes from my experience as a trained meditator in

learning and practicing the Tantric Buddhism and Dzogchen meditation systems, and teaching those systems

to others and witnessing the transformations that happen. TL theory, centrally espoused by Jack Mezirow

(Kitchenham, 2008) looks at the details of how perspectives are transformed. While Mezirow has more

recently gotten into the aspects of perspectival habituation, that is, how habits of perception are formed

and maintained, he mainly discusses this from an understanding of conceptual and experiential learning

and understanding. These aspects are not complete, because they address one side of perspective

transformation, how a new perspective is gained through conceptually questioning assumptions, learning a

new perspective, and experientially applying this critical self awareness and new conceptual constructs in

life. Over time, I would like to advance this perspective by proposing that there are two ways that

perspectives are transformed. First, by conceptual similarity or through life experience: this would be akin

to a domain specific transformation. The second and new perspective comes from a domain general

transformation, wherein one would not need to have an experience or a contemplation arise for

transformation to take place; rather the perspective would reorganize itself around a transformed

ontological basis. This will be discussed in more detail when time, space, and the authors own

understanding are more broad than at the time of this paper’s composition.

Taking a more transdisciplinary approach with the sales training, a cohort of executives, sales people,

sales managers, and possibly customers would be formed within the organization and utilized as the

foundation for the reorganization of the methods of sales training. This approach might have been more

successful at helping the rapport and trust based training become the new habit of the sales people

instead of reverting back to the old pressure tactics. Unfortunately, this added step would come at a

considerably higher cost to the organization, costs that many organizations are not willing to spend.

Differentiating these three types of knowledge takes original problems that have false

dichotomies and internal contradictions and frames the inquiry in a more complex and inclusive frame. The

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problem with this is that it makes the problems and possible solutions more obscure and complex. Done

right, adding a recursive or iterative step into knowledge creation can help manage the increase in

obscurity and complexity by allowing for a reworking of the problem formulation based on real life

discussion, and trial and error. For example, in looking at the different actors involved in sales training,

there is the recognition that the sales people, executives, and sales people all share the similar sentiment

that sales training should incorporate methods of rapport building and real human connection, the

perspective of many managers contradicts this, and proposes that the old paradigms are sufficient. By

allowing for the other perspectives to be fed back to many managers, the diversity of positions might

become more consistent, allowing for stronger internal consistency within the organization and a

simplification of stake holder viewpoints.

FACILITATING TRANSFORMATIVE LEARNING: ENGAGING EMOTIONS IN

AN ONLINE CONTEXT (DIRKX & SMITH, 2009)

Transformative learning has begun to be implemented in online education because a variety of formatting

is available through which to enact a more communicative, affective, and experiential interactivity through

the online learning medium. This article condenses an adult educational course for graduate students based

on Jungian depth psychology. Its main premises are that people are influenced by unconscious forces and

making these forces conscious through creative expression in the online environment can foster

transformative learning.

The online environment, because of its lack of non-verbal cues, can provide an excellent backdrop on which

to project unconscious desires. The design of the course utilized this space for projection by asking students

to engage with this emotional material in a dialogical manner.

OVERVIEW

This course utilizes problem based learning (PBL) as its foundation, and applies the following aspects to its

design:

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1. The use of messy, ill structured practice based problems as the central pedagogical focus

2. Interactive and collaborative learning

3. The use of consensus group writing teams

4. Individual and team debriefings

5. Reflective strategies

6. Journal writing

Grounded, real life case scenarios are the basis for this learning approach, also emphasized is group

interactivity, tackling problems with group cooperation, and a strong team focus and directivity. The

facilitator is always available to assist learning.

REFLECTIONS

Although there is little agreement as to what constitutes the teaching and practice of transformation, it does

generally involve deep emotional experiences, a reassessment of one’s own life, and learning to interact in

more positive ways with the world. The online context is surely a place where these goals can be achieved

and transformative learning can be facilitated.

TRANSFORMATIVE LEARNING AS WORKPLACE EDUCATION (MEZIROW &

TAYLOR, 2009)

This is an entire book section that covers transformative learning in the workplace

ENGAGING CRITICAL REFLECTION IN CORPORATE AMERICA

(BROOKFIELD, 2009)

Critical reflection is a central component to Mezirow’s (Mezirow & Associates, 2000) TLT, and contends that

the central components of transformation, questioning one’s own and others assumptions, have as their

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center critical reflection and that the direction of adult development involves increasing agency through

growing the capacity of one’s awareness and an ability to critically reflect. This article discusses the details

of critical reflection in the workplace.

Critical Reflection – is a deliberate attempt to uncover, and then investigate, the paradigmatic,

prescriptive, and causal assumptions that inform how we practice, (citation needed) and are directed

towards our prescriptive assumptions and causal assumptions, or “world views.” Problematic world views

are ways of acting, thinking, feeling that we assume are best practices for interacting with the world.

Causal assumptions are based on cause and effect relationships. Both of these are examined during an

assessment of world view.

This is based on critical theory, a systematic way to conceptually deconstruct power structures in the

modern world (citation needed) and is taught at Teachers College in New York. The course focuses on using

critical reflection to reassess the foundations of a capitalist ideology.

CHARTING THE COURSE: HOW STORYTELLING CAN FOSTER

COMMUNICATIVE LEARNING IN THE WORKPLACE (TYLER, 2009)

Although some might think their workplace is not the best location for communicative learning, many

business processes that are beneficial to the entire company have as their base communicative learning.

Story telling exemplifies this type of communication by employing rich imagery and vivid descriptions of

scenarios. Story telling here is not viewed as a side activity, but a legitimate “organizational process.” p.

137

DEFINING STORYTELLING

“Storytelling will focus on personal experiences that are conveyed orally and directly, face-to-face, by a

teller to listeners in a facilitated forum,” p. 138 where small groups of employees gather and tell their own

stories with dialog, and often proceed non rationally.

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MEZIROW’S SEVEN CONDITIONS FOR CRITICAL DISCOURSE

1. Accurate and complete information – the tellers have full access to their own story

2. Freedom from coercion and self deception – Keeping the groups “low risk” like keeping managers

and workers apart might serve to help tellers feel more comfortable about the process; self

deception can be solved through the process of the story being told and reflected upon with

interested and clear dialog

3. Openness to variegated perspectives, respect for and seeking out of, the wisdom of others

4. The ability to comprehend evidence and weigh decisions

5. An awareness of context and underlying assumptions – where questions and feedback can push

the teller to analyze their own assumptions

6. Equal opportunity to have various roles within the discourse – is largely dependent on the skill of

the one telling the story

7. Seeking to understand, facilitate consensus, and valuate new perspectives for current and ongoing

world views – group story telling is suited for consensus building if the group size is right and there

is time available

CONTEXT

Practitioners who want to implement story telling are urged to begin integrating this method with already

set up activities like training sessions or meetings. Focusing the story telling into areas of company interest

in improvement like innovation, safety, etc might help boost the process along. Sometimes, when there are

differing opinions in the group, storytelling can give depth and context to the variety of views in the group.

PROMPTING STORIES

There are three main variables that need to be in place for storytelling to happen

1. Prompting the participant – open ended prompts to get things started, or on a particular topic the

teller has experience with

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2. Provision of sufficient time to reflect on the incident before telling the story – this consists of slowing

the process down and allowing the teller to reflect themselves on the story they want to tell, and

providing time for the listeners to process and respond. The facilitator can help this process by

asking detailed questions of the teller, or eliciting responses from the audience.

3. Beginning with small groups – and keeping the stories short at the beginning allows for more

comfort with the storytelling process

FACILITATING DIALOG AFTERWARDS

Allowing for plenty of personal reflection and silence time, good facilitators ask questions that put the

group into a self reflective stance.

FOSTERING A LEARNING SANCTUARY FOR TRANSFORMATION IN

SUSTAINABILITY EDUCATION (LANGE, 2009)

A sustainable system is here defined as one that satisfies its needs without diminishing its prospects for the

health and well being of self, other peoples, future generations, or the environment. P 193

The author discusses her own process of transforming and reassessing her relationship to teaching

individuals to be more socially responsible and less self interested. She began to see learning as a living

practice that could truly foster transformation.

Real life populations in Alberta, Canada provided the fuel for transformative thinking. People who were

disillusioned with a hectic lifestyle and work environments: and felt the need to have a greater sense of

meaning, with disillusionment with the contemporary views of working in the world.

The course, called: Transforming Working and Living, encouraged participants to rethink the purposes of

work, strive for deeper meaning and context – and apply these ideas to their personal lives.

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Creating the space for transformative learning is truly creating a sanctuary for learners where they have a

break from the normal pressures of society, and this fosters a direct ability for them to change, expand

awareness, and cultivate a greater sense of love and compassion.

THE TEACHING AND LEARNING PROCESS

The program’s initial sessions usually start out with a collage, and begin to contextualize the difficulties and

pressures in their life. Then, instead of chastising them or discussing options, the students are taken into the

lives of those who are enacting sustainability. People who are living on a sustainable farm, making

recycled paper, etc.

The next step is taking a self audit where individuals make a self inventory of the details of their living and

spending habits. To foster positive habits instead of further anxiety about what they are doing wrong, the

students are encouraged to begin to engage in activities that foster a more sustainable lifestyle.

At this point, socioeconomic critique is engaged, and the class begins to assess some of the problems that

consumerism has brought onto society. Students begin to look at their own ecological footprint and what

impression they personally make on society and culture as a whole, and trace the life cycle of a single

consumer product. “This stage ended with a redefinition of “good work” and voluntary simplicity,” (citation

needed) p 199 where learners were encouraged to look at the confluence of their lives with the greater

mass of society.

The course ends with a retreat where all participants actively reflect on their process, and use the natural

serenity of the atmosphere to encourage inspiration and stabilize intention.

CREATING SANCTUARY

There are three main points for adult learning and education as Sanctuary

1. Create a safe and sacred space

2. Foster relationships with the beauty and pleasure of the natural world

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3. Fostering transformative relationships with other students and themselves that “engage the whole

person”

CONCLUSIONS

One of the major insights that arose surrounding transformation in this case was the understanding that

transformation often happens without conscious control. That instead of controlling the process, the

individual intends something to happen and then allows the chaos of life to take root and do the

transforming.

Secondly was to realize that the content inevitably brings difficult and sometimes burdensome emotional

content, often with projections on the learner. It is the need of the teacher to be able to see this clearly if

they are going to be able to support the individuals on their journeys.

Lastly was the consideration that maybe the processes of transformation are not entirely rational, nor can

they always be artificially induced.

POPULAR EDUCATION, WOMEN’S WORK, AND TRANSFORMING LIVES IN

BOLIVIA (HANSMAN & KOLLINS WRIGHT, 2009)

Through adult education, learners can acquire the skills and knowledge needed to work toward social

justice. In adult education, two kinds of knowledge are valued:

1. Knowledge/wisdom of the population being worked with

2. Transmission of new skills and information

Using these two types of knowledge, people, specifically women in Bolivia can use the framework of adult

education to begin to question the norms of their culture and begin transformation. When learning is

viewed as an ability to assess our cultural beliefs and question assumptions, it becomes transformative

learning instead of dogmatic oppression. If learning is shared between students and teacher, instead of

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being a one way passing of information, students can begin to develop a critical consciousness, in this way,

education is inherently political.

THE OJM

Is a NGO that began promoting class and gender awareness within communities and grew into an

organization that specialized in training women from marginalized areas in Bolivia, the premises for

instruction in “popular education” are that the knowledge that the community has stored is more valuable

than “expert” knowledge, but expert knowledge is helpful in bolstering empowerment and effective action

so needs to be incorporated.

THE LEGAL PROMOTERS COURSE

The course has a dual focus on skills and social justice. The focus is to help women understand the laws and

their basic human rights. Course participants are taught in the legal intricacies of divorce, violence, child

custody, legal separation, etc while engaging multimedia methods of instruction that elicited strong

emotional reactions and engagement with the topics. Connecting with other women in the group through

cooperation, storytelling, and mutual support also fostered an environment of transformation for students.

ROLE OF THE FACILITATOR

Participants in these courses are equals who have rich sources of life experience to draw from. The

balance of power is taken into account in the teacher student relationships.

REFLECTION

The power of transformative learning and the steps involved are highlighted through the author’s

experiences with women in Bolivia. Through the years as this course was taught, women consistently

learned how to stop blaming themselves for the injustices and start looking at empowerment and how to

change the system.

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PROMOTING PERSONAL EMPOWERMENT WITH WOMEN IN EAST

HARLEM THROUGH JOURNALING AND COACHING (MEYER, 2009)

This program employs the use of journaling and coaching within the Living For Today and Tomorrow (LIFTT)

program in East Harlem, designed specifically for women. The workshop consisted of twelve cycles, with a

duration of twenty four months. The program is transformative in nature, and responds to the women, most

of whom had levels of self esteem appropriate for their circumstances but inadequate for their aspirations.

This program facilitated tools to help shift the women’s sense of self into a more transformed self

perspective.

REFLECTIONS

Using journaling and coaching in a setting like this is not to be confused with therapy. In a setting like this,

personal reflections can bring up incredibly difficult memories that might cause further damage if not dealt

with appropriately. Also, not everyone will have a transformative experience; it is ultimately up to the

participants themselves. That said, 75% of the participants achieved their stated goals, they got a better

job, went back to school, etc.

FARMER FIELD SCHOOLS: A PLATFORM FOR TRANSFORMATIVE LEARNING IN RURAL AFRICA

(DUVESKOG & FRIIS-HANSEN, 2009)

FFS is a program which teaches skills to farmers and contains an underlying transformative context.

Farmers in rural Africa, other than living in difficult conditions, face exploitation and other difficulties of

oppression from larger organizations and government. The FFS programs aim to empower those

individuals, capture and share their wisdom with each other, and foster community within and between

villages. It is currently being used in over fifteen countries in Africa, and is being considered on a national

scale. Although this increase in popularity is helpful, skills instead of personal empowerment are being

emphasized which could reduce the transformative potential of this program.

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LEARNING FROM CASE STUDIES (KROHN, 2008)

This article addresses how Transdisciplinary Research (TDR) informs scientific knowledge, by calling into

question the nature of scientific progress in that TDR contributes to a more complex type of knowledge,

one that does not only potentially contribute to theory, but also contributes to an understanding of:

1. Real world problems

2. Diversity of actors (heterogeneity)

3. Strategic planning – orientation leading to problem redefinition, conflict resolution, and a recursive

or iterative application

In short, the aim of TDR is to reconcile the aims of knowledge production and import and meaning in the

life world. In success, this movement contributes to changing the way science views itself and will reform the

supporting institutions into integration.

IDEOGRAPHIC VS. NOMOTHETIC, A CONTROVERSY

This is the distinction between generalizable and case specific knowledge, and the reductionism of the

natural sciences vs. the holism of the humanities. TDR projects aim to connect these disparate sides into a

more inclusive whole driven by life world problems.

Overall, TDR projects combine ideographic concerns (real world problems) with nomothetic understandings

of the generalizability of knowledge. In non scientific approaches, emphasis is placed on the ideographic

side (local effectiveness) of a project, instead of looking at the connection to the larger body of

theoretically generalized knowledge.

In short, TDR projects see the general application of solutions, but understand the importance of adapting

solutions to the specificities of each instance.

LEARNING FROM CASE STUDIES

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Exactly what is learned from TDR is at this point ambiguous. What is clear, though is that general lessons

are being learned even though research is being done in highly specific conditions, and TDR sometimes

facilitates transformation of individuals and systems.

What appears to be developed through implementing transdisciplinary research is a certain type of

intuitive expertise. Where individuals are able to understand the complexity of situations and see solutions

that aren’t apparent to ordinary, untrained individuals. The central variable in the development of this

intuitive expertise is experience.

TYPES OF TRANSDISCIPLINARY LEARNING

The author has thus far given two axes of TDR: X = cultural and scientific knowledge; and Y = practical

and generalizable knowledge, and presents them in a chart that can orient the various aspects of TDR

projects.

The top two, causal analysis and recursive planning focus primarily on research in an attempt to find and

solve problems. If the issue can be isolated from the environment and “harder” science can be effectively

utilized, the project will tend toward the laboratory and causal analysis. If the problem is embedded

deeply within context and multiple solutions in multiple contexts are needed, than recursive planning would

be the best approach, utilizing a problem reformulation/solution cycle.

Regarding the bottom two, if the situation is such that a clear cut answer and technological specialization

would solve the problems, it the project would tend toward the left; if, on the other hand the problems are

more contextual, ambiguous, etc. than a participatory counseling approach would be more effective.

Causal Analysis Recursive Planning

Technological Implementation Counseling

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These four central approaches can be used to analyze case studies and ascertain best practices for a

variety of situations.

CONCLUSION

This is an attempt to categorize and understand TDR from an epistemological approach, and may serve

useful in orienting practitioners of TDR into understanding how the many methods of TDR can apply to case

studies, and how the knowledge gained from case studies links up with the various types of knowledge.

MANAGEMENT (HOLLAENDER, CELINE LOBIL, & WILTS, 2008)

This chapter discusses the details of TDR project management. Two main goals of TDR projects are

discussed:

1. Facilitating mutual learning

2. Enabling shared goal definition in diverse teams

The variety within TDR projects reflects a growing ability to accommodate the diversity of lived

experience, in addition, it provides rich challenges for project managers of TDR projects because there are

a greater diversity of needs, knowledge, and goals. One thematic tension in TDR is between effectiveness

and heterogeneity. Reducing heterogeneity can improve effectiveness, but at the cost of integrating the

diversity of knowledge, perspective, and experience into the program. Therefore, one of the main goals of

the management of TDR is managing complexity of the project and heterogeneity of the population. This

chapter offers recommendations for running successful TDR projects, and breaks this up into themes.

CROSSING BOUNDARIES

Active management of TDR projects is essential. A type of leadership that simply allows “chaos to rein”

and hopes that disparate aspects of the project naturally connect has not shown to be effective. The

disparate parts have a tendency to diverge more through this style of management, therefore the TDR

project manager must focus on integration from the beginning. Contrarily, the project manager should not

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become overly concerned with controlling outcomes, just functioning to integrate the various pieces so they

function.

The transdisciplinary project manager (TPM) must functionin as conflict resolver, moderator, promote unity,

and foster important conflict and disagreement as part of the process. In addition, it is important to keep

the participants deeply connected to the problem resolution instead of ideological or perspectival

differences between them. In short, facilitating knowledge exchange and connecting effort with problem

formulation is a primary role of a TPM.

CREATING SYNERGY

Using an integrative methodology can foster intellectual synergy, where conflict resolution skills foster

organizational synergy. There are many integrative methodologies that allow for intellectual synergies

from various scientific perspectives, for organizational synergy, what is often needed is a process that

allows individuals to take into account their own preconceptions and biases, understand those of the other

group(s), and come together in dialog about the differences. Establishing rules for the collaboration of the

different groups is vitally important if a successful “container” is to be created in which to transform. The

core success of these projects is largely determined by this cooperation, so take its importance seriously.

DEVELOPING SKILLS

While also a complicating factor, the variety in TDR teams is a core strength when individual skills are

needed for addressing the central problems of the project. The trick for TPM’s is learning how to create

shared goals within the variety of the group so they work together most effectively. While typically

experts from the various spheres bring accurate knowledge, one focus of the TPM is to evaluate the

effectiveness and accuracy of knowledge and stage appropriate confrontations while providing accurate

information.

Simply put, coordination of this type of diversity necessarily includes a reconciliation and evaluation of

validity of a variety of people and perspectives.

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IMPLEMENTING TOOLS

In TDR project management TPM’s are bringing together largely transient populations to work together

(hopefully) in a cooperative manner. For this reason, the rules of engagement are vitally important for

creating norms of behavior. Integrating the diversity of viewpoints is also important.

In this regard, the division of tasks, and the supervision of task completion are both important. TPM can

achieve task completion in a variety of ways, largely dependent upon shared goals and the free flow of

information. Information flows are on the Y axis in this chart, where shared goals are spread along the X

axis.

TPM’s can use this chart to guide decisions based on where the teams are functioning in terms of shared

goals and the free flow of information, because these are the two central tasks of TPM’s.

CONCLUSION

This section has illustrated three key factors for TPM’s

1. The facilitation of mutual learning

2. Creating synergy through integration of interests and formulation of shared goals

3. Stimulating cooperation and compromise between the variety of team members involved

Control Communicate

Confer Coordinate

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Managing a TDR project involves the management and creation of new knowledge, the integration of

multiple perspectives and needs, and necessarily must find a balance between diversity and effectiveness

if it is to truly further the scientific knowledge base and foster social and individual transformation.

REFLECTIONS

It seems as though there are no “transformative project management (dissertation) manuals” that have lots

of personal experience and stories etc. or organize them into a format that people can apply. Also, I

would like to see more literature on transformative projects at work.

It seems, from reviewing the literature that outlining a general method for a needs assessment, research,

course design, and implementation of a transformative learning project could be done.

The literature, I feel, is incredibly close to having a diversity of transformative “franchise” models. I might

like to create one of these.

It seems like this territory is quite fresh, and there is a large body of literature to utilize from

transformative learning, as well as transdisciplinarity, I would like to comprise the TL literature, and add

some non-conceptual habituation practices to augment what I feel is an overly conceptual and analytical

transformative learning framework.

What would it take to develop a general format for running learning based transformative projects? I

have no idea, but would like to find out.

BIBLIOGRAPHY Brookfield, S. (2009). Engaging Critical Reflection in Corporate America. In J. Mezirow, & E. W. Taylor, Transformative Learning in Practice: Insights from community, workplace, and higher education (pp. 125 - 135). San Francisco: Jossey - Bass, Inc.

Choy, S. (2009). Transformational Learning in the Workplace. Journal of Transformative Education , 65 - 84.

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Dirkx, J. M., & Smith, R. O. (2009). Facilitating Transformative Learning: Engaging emotions in an online context. In J. Mezirow, & E. T. Taylor, Transformative Learning in Practice: Insights from community, workplace, and higher education (pp. 57 - 66). San Francisco: Jossey - Bass, Inc.

Duveskog, D., & Friis-Hansen, E. (2009). Farmer Field Schools: A platform for transformative learning in rural Africa. In J. Mezirow, & E. W. Taylor, Transformative Learning in Practice: Insights from community, workplace, higher education (pp. 240 - 250). San Francisco: Jossey - Bass, Inc.

Hansman, C. A., & Kollins Wright, J. (2009). Popular Education, Women's Work, and Transforming Lives in Bolivia. In J. Mezirow, & T. E. W, Transformative Learning in Practice: Insights from community, workplace, and higher education (pp. 205 - 215). San Francisco: Jossey - Bass, Inc.

Hirsch Hadorn G., e. a. (2008). The Emergence of Transdisciplinarity as a Form of Research. In G. e. Hirsch Hadorn, Handbook of Transdisciplinary Research (pp. 19 - 39). Bern, Switzerland: Springer.

Kitchenham, A. (2008). The Evolution of John Mezirow's Transformative Learning Theory. Journal of Transformative Education , 104 - 123.

Lange, E. A. (2009). Fostering a Learning Sanctuary for Transformation in Sustainability Education. In J. Mezirow, & E. W. Taylor, Transformative Learning in Practice: Insights from community, workplace, and higher education (pp. 193 - 204). San Francisco: Jossey - Bass, Inc. .

Meyer, S. R. (2009). Promoting PErsonal Empowement with Women in East Harlem Through Journaling and Coaching. In J. Mezirow, & E. W. Taylor, Transformative Learning in Practice: Insights from community, workplace, and higher education (pp. 216 - 239). San Francisco: Jossey - Bass, Inc.

Mezirow, J. (2009). Transformative Learning Theory. In J. Mezirow, & E. W. Taylor, Transformative Learning in Practice: Insights from community, workplace, and higher education (pp. 18 - 30). San Francisco: Jossey - Bass, Inc. .

Mezirow, J., & Associates. (2000). Learning as Transformation: Critical perspectives on a theory in progress. San Francisco: Jossey - Bass.

Mezirow, J., & Taylor, E. W. (2009). Transformative Learning in Practice: Insights from community, workplace, and higher education. San Francisco: Jossey - Bass.

Taylor, E. W. (2009). Fostering Transformative Learning. In J. Mezirow, & E. W. Taylor, Transformative Learning in Practice: Insights from community, workplace, and higher education (pp. 3 - 17). San Francisco: Jossey - Bass.

Tyler, J. A. (2009). Charting the Course: How Storytelling can foster communicative learning in the workplace. In J. T. Mezirow, Transformative Learning in Practice: Insights from community, workplace, and higher education (pp. 136 - 147). San Francisco: Jossey - Bass, Inc. .