This handbook offers an expanded discourse on transformative learning by making the turn into new passageways to explore the phenomenon of transformation. It curates diverse discourses, knowledges and practices of transformation, in ways that both includes and departs from the adult learning mainstay of transformative learning and adult education.
The purpose of this handbook is not to resolve or unify a theory of transformation and all the disciplinary contributions that clearly promote a living concept of transformation. Instead, the intent is to catalyze a more complex and deeper inquiry into the “Why of transformation.” Each discipline, culture, ethics and practice has its own specialized care and reasons for paying attention to transformation. How can scholars, practitioners, and active members of discourses on transformative learning make a difference? How can they foster and create conditions that allow us to move on to other, unaddressed or understudied questions? To answer these questions, the editors and their authors employ the metaphor of the many turns into passageways to convey the potential of transformation that may emerge from the many connecting passageways between, for instance, people and society, theory and practice, knowledge created by diverse disciplines and fields/professions, individual and collective transformations, and individual and social action.
Author(s): Aliki Nicolaides, Saskia Eschenbacher, Petra T. Buergelt, Yabome Gilpin-Jackson, Marguerite Welch, Mitsunori Misawa
Publisher: Palgrave Macmillan
Year: 2022
Language: English
Pages: 974
City: London
Foreword by Victoria J. Marsick, Elizabeth Kasl and Karen E. Watkins
Looking Back, Looking Forward
Creating Spaces of Possibility
Passing the Torch
References
Foreword by Ahreum Lim
The Fragrant Mountain Winds
Contents
Notes on Contributors
List of Figures
List of Tables
1 The Many Turns of Transformation Creating New Vocabularies for Transformative Learning
Metaphor and Meta-Lens: Envisioning the Handbook of Learning for Transformation
Provocations and Passageways: Journeying the Handbook
Passageway 1: Making a Turn into a New Passageway and New Spaces for Inquiry About Transformation
The Liquid Context in This Moment
Passageway 2: Problems and Concerns Within the Field of Transformative Learning Theory
Passageway 3: Transformative learning—A theory in continuous progress
Passageway 4: The Need for New a Language that Illuminates the Phenomenon of Transformation
A World in Crisis: A Quest for Transformation?
References
Part I Provocation 1: The Many Turns of Transformation
2 Transformative Learning and Critical Theory: Making Connections with Habermas, Honneth, and Negt
Frankfurt School: Habermas, Honneth, Negt
Mezirow and Habermas
Domains of Learning
Critical Reflection
Discourse
Lifeworld
Intersubjectivity
Honneth’s Critical Theory
From Recognition to Emancipation
Honneth and Transformative Learning
Oskar Negt
Negt and Transformative Learning
Conclusion
References
3 Reconsidering the Roots of Transformative Education: Habermas and Mezirow
Transformation in Mezirow’s Theory
Habermas’ Account of Transformation
What Mezirow Learned from Habermas
What Else Should Transformative Learning Take from Habermas?
Transformational Learning and Civic Studies
References
4 The Pulse of Freedom and Transformative Learning: Winding Paths, Blind Alleys, and New Horizons
Introduction
Reflexive Agency, Freedom, and Transformative Learning
The Paths to Freedom: False Dichotomies and Premature Resolutions in Transformative Learning Theory Research
Blind Alleys and Hidden Passageways: Thinking with and Against Mezirow
The Social and Political Dimensions of Transformative Learning
Reflexive Agency and Freedom in Mezirow
Bracketing the Social, Foregrounding the Individual
Social Action, Personal Transformation, and Freedom in Mezirow
New Horizons?
References
5 The Transformation of the Reader
Introduction
Literature’s Transformative Power
Truth
Sensuousness
Autonomy
The Role of the Ugly
Call for Change
Impact (or a Disorienting Dilemma)
Reading as a Mental Exercise
The Theory of World Literature
World Literature in Practice
Epilogue
References
6 Mapping the Terrain: Analytic Tools for Future Thinking About Transformation
Core Concepts of the Metatheory of Transformative Learning
Analytic Tools for the Metatheory of Transformative Learning
Considerations Concerning Normativity
Three Orientations of Transformative Learning as an Educational Goal
Transformative Learning as Prescriptive
Transformative Learning as Process-Oriented
Transformative Learning as Adaptive
Summary of Analytic Tools
Definition:
Criteria:
Disorienting Index:
Typology of Transformative Learning Outcomes:
Orientations towards Transformative Learning:
Conclusion
References
7 A Practice-Based View of Transformative Learning: An Exploratory Study on the Practical Creativity
The Issue
Theoretical Frameworks
A Practice-Based View
The Study Design
Emerging Findings. Creativity as a Performative, Ecologically Embedded, and Collaborative Practice
Creativity as a Socio-Material Practice
Socio-Material Approach, Creativity, and Transformative Learning
Implications for an Education to Creative and Critical Thinking
Conclusions
References
8 One of the Doors: Exploring Contemplative Practices for Transformative Sustainability Education
Introduction (Heather)
Transformative Sustainability Education
Heather’s Story of Engagement with Transformative Learning
Contemplative Pedagogies
Opening Circle
Nora’s Story
Cultivating a Personal Spiritual Practice
Julie’s Story
Practicing Self-Compassion
Chantal’s Story
Conclusion
References
9 Transformative Learning and Black Spirituality
Introduction
Context
Literature Review
Conceptual Framework
Research Design
Researchers Subjective Location
Findings: Critical Incidents
Negotiating the Non-negotiable Sacred Text
Negotiating the Authority of the Pulpit Voice
Negotiating Piety
Negotiating Worship
Discussion
Life-Force
Reframing Perspectives
New Sense of Freedom
Conclusion
References
10 Transformative Learning and Sociomateriality
Introduction
Transformative Learning
Actor Network Theory
Analysis
Conclusion
References
11 Developmental Reflexivity with Power and Emotion: Action Research Transformations for Generative Conflict
Action Research Transformations
Three Learning Histories
Relating with Power and Emotion
Personal Reflection
Colloquium Becomes Colosseum
Turning to Constructivist Adult Developmental Theory
Developmental Stages of Control, Autonomy, and Co-Creativity
Early and Maturing Stages of Self-Protective Control
Early and Maturing Stages of Autonomous Power and Emotion
Early and Maturing Stages of Power and Emotion as Expressed in Cocreativity
Fallback
Stages of Reflexivity Practice
Conclusion
References
12 Transformative Pilgrimage Learning and the Big Questions in the COVID-19 Era—Love, Death, and Legacy: Implications for Lifelong Learning and Nursing Education
Transformative Pilgrimage Learning: Background Context and Components
A Deeper Understandings of Pilgrimage with Age and Experience
Libby Tisdell
Ann Swartz
The Components of Transformative Pilgrimage Learning
TPL and Responsibility in the Covid-19 Era
TPL and Responsible Practice in Lifelong Learning and Adult Education (Libby)
Creating an Engaged Classroom Community
Lifelong Learning, Love, Death, and Legacy
TPL and Responsible Practice in Nursing Education (Ann)
Creating an Engaged Classroom Community
Nursing Education, Love, Death, and Legacy
Conclusion
References
13 Washing the Dead Bed, from Poem to Digital Story
Background
Methodology
Afterthoughts
References
14 Transforming Individual to Structural Thinking About Race
The Ideology of Individualism
Individualism and Racism
Beginning with Story: The Brain Fart
Coding the Story
Doing a Power Analysis
Repressive Power
Emancipatory Power
Disciplinary Power
Final Comment
References
Part II Provocation 2: Generating Conditions for Transformation
15 Transforming First Nations Individual and Community Realities: Reflections on a Decolonizing Higher Education Project
Introduction
Background—Positioning Indigenous People in Australia
Positioning Ourselves in This Transformative Project
Policy Context in Indigenous Education
Transformative Learning Approaches
Developing a Competency-Based Curriculum
Curriculum Design
Incorporating Indigenous Knowledges and Practices
Discourses for Enacting Transformation
Reflecting on My Journey of Transformation—Becoming an ICMD Practitioner
Conclusion
References
16 Fostering Reorienting Connections via Ecological Practices
Reorienting Connections in Practice
Experiences of Reorienting Connections
Learning to Attend: Connecting with Other Beings
Perceiving Relationships and Intersubjectivity
Developing Perceptual Flexibility Across Time and Space
Perceiving Depth and Meaning: An Animate World
Imagination, Empathy, and Creativity
Transformations and Benefits
Communication, Reciprocity, and Animacy
Shifts in Spirituality
Love and Care
Overcoming Anxiety
Fostering Creativity
The role of Reflection: Journaling
Shifting or Deepening?
Conclusion
References
17 Revitalizing Reflection in Teacher Education: A Digital Tool for Reflection as a Gentle Trigger for Transformation
Teacher Reflection in Societal Frame
Nature of Reflection Within Transformative Learning
Reflection Facilitator (RF)
Research Site and Methods
Analysis
Findings
Gentleness and Criticality—The Nature of Meaning Perspectives and Reflection
The Nature of Meaning Perspectives and Reflection—Epistemic Perspective
The Nature of Meaning Perspectives and Reflection—Ontological Perspective
The Nature of Meaning Perspective and Reflection—A Combined Perspective
Gentleness and Criticality—Reflection Anchored into Embodied Experience
Criticality as Departing from Taken-for-Granted Assumptions Concerning Emotions
Inviting in Disintegrated Aspect of Experience
Reviewing Parameters of Collective Comfort Zone as Support for Integrating Experience
Discussion
References
18 Women in the Workplace: Negotiating Influence as a Leader
Introduction
Organizational Context
Working with Narrative
Role of Communication and Stories
Coaching: Advancing in an Organization
Case Study: Marlee
Marlee’s Narrative
Marlee’s Transformative Learning
Types of Transformation
Coaching Process
Conclusion
References
19 A Deliberately Developmental Organization: A New Organizational Space for Inclusion
Introduction
Current Diversity and Inclusion Practices in Organizations
What Is a Deliberately Developmental Organization?
Leveraging Three Lessons from Deliberately Developmental Organizations
Conclusion
References
20 The Power of Women Learning Together: Transcending the Bounds of a Transformative Leadership Development Program
Introduction
Background
Women’s Leadership Development
Transformative Learning for Leadership Development
Women’s Staff Leadership Institute
Curriculum
Outcomes
From the Curriculum Creator and Current Co-facilitator
From a 2017 Alumna and Current Co-facilitator
From a 2017 Alumna
From a 2018 Alumna
From a 2018 Alumna
The Retreat
The Collective
Conclusion
References
21 The Role of Senior Management in Organizational Transformation
The Current State of Organizational Dynamics in 2020
Understanding the Concepts
Creating an Enabling Environment
Critical Role of Performance Agreements
Nurturing a Supportive Workplace Community
Where to Now?
References
22 Liberating a Transformative Imagination: Leadership Learning at the Burren Leadership Retreat
Introduction
The Imagination in Transformation
Liberating a Transformative Imagination at the Burren Leadership Retreat
Imaginal Space
The Arts and Artistic Expression
Landscape Learning—Cultivating Biophilic Relationship
Gifts of a Transformative Imagination
Summary—At the Edge
References
23 Integral We-Spaces for Racial Equity: Loving Fiercely Across Our Differences
Introduction: The Need is Great
Our Theories of Change
Group Work and Dialogue: Transformative Learning in Relationship
Gestalt Group Work and the Paradoxical Theory of Change
Social Identity Development
Integral AQAL and We-Space
We-Spaces for Equity: Connecting AQAL and DEI
We-Lab
We-Space Dialogue Sessions
Conclusion
References
24 Listening for Transformation: Discovering Third Space and Connection Using a Listening Protocol
Introduction
Listening as a Space for Transformation
Transformative Listening Protocol
Discovering Third Space for Connection and Transformation
Further Listening…future Implications
References
25 Curating the Imagination: Perspective Transformations and the Feminist Exhibition
Introduction
Disorientating Dilemmas
The Exhibition Foundations
Enacting Civic Engagement
Stories and Narratives of Disobedient Women
Outwardly: Perspective Transformations and the Visitors
Inwardly: Perspective Transformations and the Curator
Challenges
Final Thoughts
References
26 Creating a Sense of Belonging: Enabling Transformative Learning Through Participatory Action Research in an Ubuntu Paradigm
Introduction
Ubuntu as a Framework for Transformation
From Challenges to Agency. Transforming Ourselves to Transform Our Educational Practice
Creating a Sense of Belonging Through Collaborative Learning
Transforming (Problematic) Relations
Conclusion
References
Part III Provocation 3: (Un)known Discourses of Transformation
27 More Than Harmony: Transformational Teaching and Learning in Canada in an Age of Reconciliation
Introduction
Background
The ICR Challenge
The ICR Journey
What Did We Learn?
Self as Teacher/Learner
Responsibility to Be Kind
Responsibility to Show Humility
Stories Matter, Feelings Matter
The Indigenous Knowledge Classroom
Conclusions: What We Have Learned
References
28 The Witness Blanket: Responsibility Through an Ongoing Journey of Transformation
Overview of Chapter
Locating Ourselves
Context: The Witness Blanket
Reading this Work
Individual Transformation as a Lifelong Process
Art and Collective Transformation
Structural Transformation: Agreement with Canadian Museum for Human Rights (CMHR)
Conclusion: From Individual to Collective to Structural
References
29 Reflections on Transformation: Stories from Southern Africa
Introduction
Transformative Learning
Our Stories
Constance
Moyra
Vongai
Paths of Transformation
Paths Unfold as We Walk Them
Worldview and Paradigm Shifts
Conclusion
References
30 Pedagogy for Transformative Learning in Post-colonial Contexts
Introduction
Rationale for Decolonizing and Transformative Pedagogy
Decolonizing Epistemologies—Whose Knowledge? Expert vs the People?
Why Transformative Learning?
Pedagogy for Post-Colonial Contexts
Components of the Co-Created Curriculum
Co-Creating the Curriculum Through Storytelling
Ten Step Storytelling Through Regression Method
Step 1: Safe Container
Step 2: Relaxation
Step 3: Memory recall
Step 4. Self-Reflection
Step 5. Cognitive Dissonance—Good and Bad Experiences
Step 6: Emotions—Identification of Feelings
Step 7: Writing Out Your Story—Cognitive and Emotional Intelligences
Step 8: Peer-sharing
Step 9: Interconnectedness of Stories
Step 10: Affirmations—Identities Restored
Adaption of Step 3b: Memory Recall for Different Scenarios
Scenario 1: Trauma Debriefing
Scenario 2: For Trainers and Development Facilitators
Adaptation of Step 3b for Scenario 2
Scenario 3: For a Technical Subject—Financial Management or Budgeting
Adaptation of Step 3b for Scenario 3
Scenario 4: The Art of Facilitating Participatory Community Engagement
Adaptation of Step 3b for Scenario 4
Scenario 5: The Art of Facilitating Socio-economic Development for Traditional Leaders
Adaption of Step 3b for Scenario 5
Facilitating Development is an Art
Conclusion
References
31 Transformation as Resistance
Transforming English
Transforming English Literature
Transforming History
Transforming Colonial Space
Transforming Modernity
The Origins of Modernism
Creative Adaptation
Indigenous Modernities
Conclusion
References
32 Transformative Learning as a Passageway to Social Justice in Higher Education: An Asian American and Pacific Islander (AAPI) Perspective on Anti-Bullyist Practice in a North American Context
Introduction
Relevant Literature
Race, Racism, and Hate Crimes in the United States
Bullyism in Academia
Methods
Three Stories on Racist Bullying in Higher Education
Discussion and Implications
Conclusion
References
33 Informal Transformative Learning Experiences from Humanitarian Emergencies and Other Life Events and Transitions
Introduction
Background
Some Iconic Life Experiences
Informal Transformative Learning
Methods
Results and Discussion of Findings
Participants’ Iconic Experiences, the Resulting Informal Transformative Learning, Perspectives on Transformation (Rational and Extrarational), and the Focus of Change and Action
Economic Hardship
Exposure to Literacy and Education
Job Seeking
Being a Combatant
Retirement
Marriage
Losses and Forced Displacement
Making the Case for Transformation and Informal Transformative Learning
The Impact of the Contexts of Experiences on ITL and on the Focus of Change
Conclusion
References
34 Dialogic and Noncoercive Learning for Transformational Change: A Systems Approach
Introduction
The Dilemma and Actors in Dire Situations
Transformational Change
Noncoercive Learning
The Dialogic Mindset and Learning Pathways
We Learn Through Conversation
We Learn by Making Ourselves Available for Change
Implications for Institutions Supporting Actors in Dire Situations
Conclusion
References
35 In Service to My Community: Exploring Oppression and Internalized Racism
Oppression
Internalized Racism
How I Used Mezirow to Understand Internalized Racism
Volunteers in Service to America 1966
Incremental Learning
Becoming Critically Conscious of My Reality
Exploring Experiences and Questioning Assumptions
Exercise One: Journaling to Explore Mezirow’s Phases One, Two, and Three
Can I Marry Dignity?
Shifting Internalized Racism and Oppression from Subject to Object
Exercise Two: Soul Collage
Telling My Story to Others and Planning a Course of Action
Exercise Three: Begin an Inquiry into Your Bias
Begin to Study Your Oppression or Internalized Racism
Additional Writing: Shame to Gratitude
Conclusion
Exercise Four: Mandala. A Reintegration into Life as My Author
References
36 Imaginative Perspectives on Transformative Learning
Imagining New Realities
Teaching with Soul
Embracing the Unknown
Working with Images from the Unconscious: Metaphor, Symbol, and Dreams
Metaphor
Dreams
Evoking Imagination in Transformative Learning Through Artistic Expression
Visual Arts
Fiction and Creative Writing
Music
Embodied Arts: Theater and Dance
Concluding Thoughts
References
37 Perspective Transformation in Interfaith Dialogue: A Six-Step Process
Context: Interfaith Dialogue
Transformation: A 6-Step Process
Step 1: The Disorienting Dilemma
Step 2: Developing Trust
Step 3: Critical Reflection
Step 4: The Intersubjective Move Toward Thou-ness
Step 5: Mutual Embrace
Step 6: Re-encountering with New Frames of Reference
The I-Thou Relationship as Perspective Transformation
Conclusion
References
38 The Interpenetration of Individual and Collective Transformation: A Framework for Development, Collective Intelligence, and Emergence
Introduction
GTC and Transformative Development
STAGES of Adult Development
I/We Model
Principles and Features
MetAwareness and Subtle Collectives
Differentiation
Engaging with Shadow and Trauma
Surrendering into the Self and Collective
Embodiment
The Embodiment of the True Self and the Collective Field
Speaking and Listening from the Self and Collective
Integration
Supporting Self and We-Space from the Meta-Awareness
Attuning and Freeing Energy and Perspectives
Enactment
Individual/Collective Presencing
Conclusion
References
Part IV Provocation 4 : Challenges and Emerging Future of Transformation
39 Power of Questions: Transformation in Complex Systems
Transformational Change as Self-Organized Criticality
Setting Conditions for Transformational Change
Inquiry
Pattern Logic
Adaptive Action
Power of Questions
Transformation of Thought and Action
Transformative Learning
Transformative Practice
Theoretical Transformation
Ongoing Inquiry
References
40 Emotions, Affective Neuroscience, and Changing One’s Mind
Introduction
Affective Neuroscience and Emotion-Based Learning
“We Feel, Therefore We Learn”
Adult Learners’ Stories of Transformation
Carrie’s Story
Shirley’s Story
Jim’s Story
Summary
Transformative Learning and Heron’s Model
The Genius of John Heron
The Extended Epistemology
Presentational Knowing in Practice
References
41 Living Transformation: The Alchemy of Change in an Epochal Shift
Transformative Learning in an Epochal Shift
Relational Reality
Educational Relationality
Alchemy and Transformation
Indigenous Rites of Passage and Transformation
Learning Relationality, Living Transformation
Crisis and intuitions of wholeness
Disassembly—Death of illusions
Digestion—Process Learning and the Natureculture Matrix
Reconstitution, Rebirth, and Integration—Participative Engagement and Emergence
Alchemists of Transformation
References
42 Learning, Experience and the Societal Unconscious: Combining a Materialistic Theory and a Dialectic Methodology
Introduction
Subjectivity, Experience, and Society
Theorizing Learning
Individual Learning in Societal Transformation
A Psycho-Societal Concept of Subjectivity
Learning for Transformation—The Societal Level
Learning and Work Life Transformation
Outlook to the Wider Society
References
43 Transformative Learning and Microradicalization
Introduction
Why Reducing Radicalization to Its Violent Dimension is Problematic
Framing Radicalization as Micro-Radicalization
Adult Education and Radicalization
Preventing Radicalization Leading to Violence Through Education
Preventing Radicalization and Violent Extremism: The Centre for the Prevention of Radicalization Leading to Violence’s Experience
Preventing Radicalization and Extremism: A Continuum from the Individual to Society and Vice Versa
From Scientific Knowledge to the Implementation of Informed Prevention Practices
No Prevention Without Training Professional and Frontline Workers
Prevention Beyond Professionals: Raising Awareness and Mobilizing the Community
Support and Intervention: A Multidisciplinary, Individualized, and Humanist Philosophy of Social Reintegration
Conclusion
References
44 Evaluation as a Pathway to Transformation Lessons from Sustainable Development
Introduction
“Evaluation”—A Bird’s Eye View
The Ascendency of Complexity and Systems Thinking in Evaluation
Evaluation’s Transformatioinal Potential: Potholes and Bridges
Accountability for TLC, Not Evidence-Mania
Evaluate Outside the Box
Casual Models, Not Straightjackets
Real-Time and “Over-Time” Evaluation
Looking Forward
References
45 Restoring the Transformative Bridge: Remembering and Regenerating Our Western Transformative Ancient Traditions to Solve the Riddle of Our Existential Crisis
Introduction
What Are the Sources for Our Existential Crisis? What Needs Transforming and Why?
Our Ancient/Indigenous Ways of Being-Knowing-Living
The Domestication and Oppression of Our True, Primordial Self and Ancient Knowledges
What Are Transformative Ways Out of Our Existential Crisis?
Conclusion
References
46 The Embodying of Transformative Learning
Prologue: A Personal Story of Transformative Learning
Introduction: An Evolving Theory of Transformative Learning
Embodied Meaning Making
Embodied Self-Concept
Description of the Model Mugging Program
Research on Model Mugging’s Transformative Potential
Potential for an Embodied Transformative Learning
Embodiment in Transformative Learning Facilitation
Experiential Learning
Simulation—Role-Play
Rationality and Discourse
Support
Conclusion
References
47 Transformation and the Language We Use
Introducing a Trinity
Dreams of Empiricism and Depth Psychology
Re-covering Some of the Roots of Popular Education
Re-sacralisation: New (and Old) Language of the Sacred in Learning for Transformation
Conclusion: A Trinity in Motion?
References
48 Lessons from Utopia: Reflections on Peak Transformative Experiences in a University Studio in Auroville, India
Introduction
Learning Context: The BCII “global Studio” in Auroville
Review: The Significance of Peak Experiences for Transformative Learning
Methodology: Towards Identifying Peak Transformative Experiences and Their Enabling Conditions
Peak Transformative Experiences in bcii’s Auroville Global Studio
Enabling Conditions for Peak Transformative Experiences
Alignment of Worldview of Place and Program
Enabling Processes and Characteristics of the BCII Program
Characteristics and Influences of Facilitator
The Influence of the Students’ Mind-Sets
Influence of Student Cohort
Learner Identified Praxis for Brave and Creative Self-Discovery
Providing Tools for Sense-Making and Integration of Peak Experiences
Enabling Conditions of Auroville
Auroville’s Transformative Worldview
Diversity in Transformative Experiences of Place
Embeddedness in and Engagement with Nature
Conclusion (and a Few Provocations)
References
49 Could Transformative Learning Involve Youth?
Introduction
The Cognitive Ability
The Purposeful Engagement
Literature Review
Illeris’ Contribution
The Capacity for Critical Reflection
An Example from Practice
School Transformation for Peace
Reflections
References
50 Between Smoke and Crystal: The Practice of In-Transformation
Finding the Way
Re-animating Transformation Praxis
The Need for In-Transformation
Three Vignettes
Fighting Crystal
The Limitations of Smoke
Integration
A Framework for Transformation
Being In-Transformation
The Next Threshold
References
51 Conclusion Chapter: Propositions at the Threshold of Transformation
Passageway 1: Portal of the Handbook Community
Passageway 2: Portal of Emic-Centered Chapter Analysis
What Is Emerging? Propositions at the Threshold
Provocation I: The Many Turns of Transformation: Multiple Perspectives on the Matter of Transformation
Provocation II: Generating Conditions for Transformation
Provocation III: (Un)known Discourses of Transformation
Provocation IV: Challenges and Emerging Future for Transformation
Closing Invitations
References
Index
