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Unresolved Issues in Transformational Theory |
- Bias to gender, class and race
- Brookfield suggests critical questioning and activities
- Mezirow & Cranton suggest several strategies--critical questioning & experiential techniques--role plays, simulations, group discussions
- Scrutiny of Transformational Learning Theory usually encompasses four areas.
Context:
Does the individual's biographical history & sociocultural factors shape their transformed learning?
- Other theorists critique Mezirow's theory saying "it failed to explore the impact of sociocultural factors towards critical reflection & transformative learning (i.e. class, race, gender are inequities in North American culture)
- Mezirow suggests that the social dimension is central as well as historical and cultural dimentions
Rationality:
excessive dependency on rationality.
- Criticized for excessive dependence on rational thinking
- Emotions, intuition, feelings, spiritual dimensions--the whole person approach--is needed for transformational learning
- Bias to gender, class and race
Social Action:
individual transformation at the expense of social change.
- Mezirow--does he focus too much on individual transformation?
- "Individual perspective transformation must begin before social transformation can succeed" says Mezirow
- Action or praxis is the key
- Freire & Mezirow believe social change would occur if dependent individuals are led by a transformative educator to liberate themselves
Educator's Role:
Facilitator or Invader of Privacy?
- Should educators be allowed to invade the adult transformation process?
- How do educators facilitate personal and social transformation?
- Provide information, practical training, developing ethical codes. Robertson suggests a consultative support.
- Brookfield suggests critical questioning and activities
- Mezirow & Cranton suggest several strategies--critical questioning & experiential techniques--role plays, simulations, group discussions
