(Re) Defining Transformational Learning
May 13 - 14, 2024
Learning theorist Jack Mezirow defines transformative learning as a process by which learners encounter new information, evaluate their worldviews based on the new information and reflect on changes in belief, thought or knowledge. While helpful, Mezirow's theory privileges the individual learner's transformation.
From an ecological perspective, every individual is in a relationship with other individuals, meaning transformation ripples through fluid social networks. What and how individuals learn have important consequences for society, reminding educators of their enormous responsibility.
Transformational learning must also intersect with transformative justice, a framework for transforming unjust social systems into ones that emphasize diversity and equity.
Attendees will seek answers to complex and critical questions:
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How do we encourage transformational learning?
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What reflective practices have helped students reflect on new experiences?
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What assignments or activities have resulted in students adapting their worldview in some small way?
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How do we promote transformative justice?
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What opportunities exist for students to connect with communities in meaningful ways?
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How might students become more active in using what they are learning to promote important social causes?
In response to such questions, we encourage proposals that model practices or provide guided exploration into new possibilities. Of course, these questions are not definitive. We highly encourage proposals that interpret any of the above in a variety of ways.