Transformative Learning: Its Concepts and Relevance in Philippine Education

Raymond Q. Datuon, DEM

FEU-Institute of Technology

Education plays an essential role in the transformation of learners as well as the society. It

is the device that will bring about reforms. According to Fr. Roderick Salazar, SVD, (2004) former

president of Catholic Educational Association of the Philippines (CEAP), all education and any

education really is and should be transformative.

In addition, Garcia (1998) mentioned that transformative learning, which is sometimes

called global education (and is usually associated with adult education and development), is

considered a methodology, a phenomenon, and an approach to education. It involves a shift in

consciousness that begins with teaching and learning and results in healing and transforming

persons, institutions, economies, and political systems locally and globally. Thus, transformative

learning is seen as a process and product of education.

Moreover, as an approach, it is directed toward learners who must be imbued with values

and skills that will develop their worldviews and encourage them to act individually or collectively

so that they can improve social conditions and eventually eradicate the ills of society.

However, Sullivan (2003) explained that there is an overwhelming breadth of literature that

expounds on and critiques transformative learning. Thus, it is difficult to come up with a solid

definition of transformative learning because it bleeds into the boundaries of concepts such as

meaning making or critical thinking. But as researchers continued to study these concepts, these

terms became interrelated i.e., critical thinking is necessary but not a sufficient condition for

transformative learning.

On the other hand, Mezirow (2000) emphasized that it is considered as the major developer

of transformative learning theory. He first introduced the concept of rational transformation in

1978 by combining various educational theories, models, and ideas about constructivism and

social transformation. He suggested that transformative learning is a primary goal of all adult

education. His theory proposed that Transformative learning is the process of making meaning of

one’s experience. Individuals are transformed through a process of critical reflection of their

beliefs, attitudes, opinions, and emotional reactions. Learning occurs by elaborating existing

frames of reference; learning new frames of reference; transforming points of view; or

transforming habits of mind.

On the one hand, Cranton (2002) offered a simplified version of Mezirow’s theory.

According to him, individuals change when they start to question their long-cherished beliefs after

encountering ordinary or dramatic changes in their lives i.e., losing a job, death in the family, or an

unexpected question. However, transformation is not changing one’s viewpoint to another but it is

becoming aware of alternative perspectives.

Likewise, Taylor (1998) stressed that over the last 20 years, many educators generated

controversial interpretations and alternative perspectives about Mezirow’s theory. Among these

educators are Robert Boyd who advanced the theory of individuation and psychoanalytic theory

and Paulo Freire who promoted emancipatory transformation or social transformation. Mezirow’s

theory continues to evolve through the inclusion of new perspectives on adult learning and

development.

On the contrary, Apostol (2007) strongly convinced that the transformative learning is

needed today because the society needs to change. At present, local and global societies are

characterized by rampant poverty, social injustice, bigotry, terrorism, environmental degradation,

economic disparity between the rich and the poor, women and child abuse, graft and corruption,

and unethical use of science and technology. To improve human condition and to foster social
change, individuals must work together to increase accountability and responsiveness toward these

issues.

The essential elements of transformative learning are people and a reformed curriculum.

To effect positive individual and social change, school administrators, teachers, learners, parents,

families, and providers of instructional materials must work together to craft and follow an

integrative, interactive, and holistic curriculum. When education stakeholders and curriculum

work in synergy, learning becomes transformational.

Although schools as individual entities do not have the power to change learners and

societies by themselves, they have the power to influence and encourage learners to realize their

fullest potentials. Through the teachers, in cooperation with parents and other sectors, schools can

develop the critical and reflective thinking (higher-order thinking) of learners so that they will

understand complex social problems and later on, care about the world around them enough to

become empowered change agents.

However, the initiative to change must come from the top. Transformative learning needs

the support of enlightened educational leaders and school managers to initiate, foster, and maintain

change in learners and institutions. In response to this, the Superintendents Commission of the

Catholic Educational Association of the Philippines (CEAP) strongly recommends the integration

of the four major thrusts of transformative learning in the curriculum such as environmental,

gender sensitivity, political, justice and peace education.

To effectively integrate the above thrusts in the curriculum, educators must understand

their roles as transformative learning educators. They also need to master subject area content,

appropriate teaching strategies, and the process of transformative learning.

 Reforming the educational system starts with strengthening curricular programs. This

means developing educational objectives and strategies that will create a learning environment that

allows educators and teachers to promote change. Cranton (2002) suggested that the

transformative learning is a progressive, spiral-like process, and not a linear one. He proposed the

following rough guide to promote transformation. First is to expose various belief, perspectives,

or points of view so that educators and learners become aware of them. Secondly, to question

critically these perspectives to identify discrepancies among and between them. Next, encourage

critical self-reflection so that educators and learners question and examine assumptions in terms

of where they came from, why they are important, and what are the consequences of clinging to

them. And try to be open to alternative viewpoints and solutions, discuss, assess, and weigh

evidences, arguments, alternative perspectives, and decisions arrived at by consensus. Lastly,

revise assumptions and perspectives based on the discussions and assessments to act (think, talk,

behave, and decide) to implement the transformed assumptions based on the agreed upon revisions.

Be that as it may, transformation is work—hard work. It is not easy and there are no quick

fixes. It takes courage, discipline, and commitment. In fact, there are no particular teaching

methods that guarantee transformative learning. Because to change is a choice, teachers cannot

teach and impose the will to change on students and learners. But they can influence them by

modeling and creating a safe and supportive environment that will hopefully make them desire to

change individually and collectively. The results, if blessed by divine intervention as well as the

support of different stakeholders, can be meaningful, healing, and worthwhile in Philippine

Education.
Bibliography:

Apostol. A. (2007). Transformative Education: Content, Context, and Challenges. Teacher’s E-mag Articles.

Arcaro, J. (1995). Quality in Education. An Implementation Book. Florida: St. Lucie Press.

Arcaro, J. (1995). Creating Quality in the Classroom. Florida: St. Lucie Press.

Arends, R. (1989). Learning to Teach. New York: McGraw-Hill.

Brookfield, S. (1996). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass Publishers.

Cranton, P. (2002). Teaching for transformation. In J.M. Ross-Gordon (Ed.), New directions for adult and continuing
education: No. 93. Contemporary viewpoints on teaching adults effectively (pp. 63-71). San Francisco, CA:
Jossey-Bass.

Garcia, L. (1998). The Role of Transformational Education in a Democracy. Paper presented at St. Michael College
of Laguna.

Harmin, M. (1994). Inspiring Active Learning. A Handbook for Teachers. Virginia.

Jensen, R. & K. (2002). Teaching, Leading and Learning. Becoming Caring Professional. Boston: HM Co.

Mezirow, J. (2000). Learning as Transformation: Critical Perspective on a Theory in Progress. San Francisco: J Bass.

Rallis, S. (1995). Dynamic Teacher. Leaders of Change. California: Corwin Press, Inc.

Salazar, R. (2004). Message in Rex Books store, Inc. Catalogue of Transformative Education based instructional
materials.

Sullivan. E. (2003). Bringing a perspective of transformative learning to globalized consumption. International Journal
of Consumer Studies.

Taylor. E. (1998) Transformative Learning Theory. Third Update in Adult Learning Theory. San Francisco. Jossey-
Bass Publishers.