Name and Surname: Siphamandla Nkululeko Tshabalala
Assignment Number: 3
Assignment Unique Number: 815480
Module Code: EDS3701
Primary Lecturer: Dr S. Matlabe
Table of Contents
1. Introduction….. 1-2
2. Adults Learn Differently from Children….. 2
3. Theorist behind Transformative Learning….. 2
4. Explanation of Transformative Learning Theory….. 2
5. Application of Transformative Learning in Teaching…. 3
6. Conclusion….. 3
7. List of References….. 3
Introduction
Adult learning is a complex and multidimensional process that is very
different from childhood learning. As adults have lived longer, their learning
can be influenced by previous knowledge, motivation, and social context. It
is important to know how adults learn so that educators can create
appropriate educational approaches that promote deep learning and
permanent change. This task describes adult learning, the theory of
transformative learning, and how educators can use this theory to improve
adult learning.
Main Content
3.1 Adults learn differently from children (5 marks)
For several reasons, adults learn differently than children. Adults have
extensive reservoirs for life experiences that influence how new information
is perceived and processed. They are self-directed and motivated not by
exogenous rewards such as grades, but by intrinsic motivations such as
career funding and personal growth. Adults need to learn about immediate
work and real situations, and tend to look for practical and problem solving
approaches. Furthermore, their cognitive flexibility varies and may require
different pedagogical approaches to promote effective learning (Merriam &
Bierema, 2014).
3.2 Name of the theorist who developed the theory on transformative
learning (2 marks)
Jack Mezirow is the theorist who came up with the theory of transformative
learning.
3.3 Explanation of Transformative Learning Theory (8 marks)
Transformative learning theory suggests that adult learning involves deep
changes in perspective. It emphasizes that adults not only learn new things,
but also critically change existing beliefs, values and assumptions. Usually it
starts with a perplexing issue that questiones the current worldview that
triggers reflection and critical thinking. Through reflection, confidence and
discussion, learners interpret their understanding of themselves and the
world, and interpret transformations of attitudes and behaviors. The ultimate
goal of transformative learning is the autonomous and highly conscious goal
of dealing with complex social realities (Mezirow, 1991).
3.4 How to implement the transformative learning theory in teaching
students (5 marks)
To implement transformative learning in classes, educators need to create a
safe and open learning environment that encourages critical reflection and
discussion. Exposing learners to confusing dilemmas and challenging
situations can stimulate changes in reflexes and perspectives. Promoting
discussions that encourage different perspectives can help learners to
critically examine their beliefs. Furthermore, self-reflection setting, peer
discussion and promotion of practical problem-solving activities enable
transformative learning. Educators need to take on the role of moderators
rather than knowledge communicators, and guide students through a
process of critical self-awareness and perspective transformation (Cranton,
2016).
Conclusion
It is important for educators to learn about the theory of transformative
learning and adult learning in order to help bring profound and lasting
change to their learners. Adults learn best through perceptions and use of
experiences in learning, especially when asked to critically reflect their
assumptions. Using the principles of transformative learning, educators can
help create autonomous, reflective and certified learners with the ability to
manage social and personal issues.
List of References
Cranton, P. (2016). *Transformative learning: A guide for educators of adults.*
3rd ed. San Francisco: Jossey-Bass.
Merriam, S.B. & Bierema, L.L. (2014). *Adult learning: Linking theory and
practice.* San Francisco: Jossey-Bass.
Mezirow, J. (1991). *Transformative dimensions of adult learning.* San
Francisco: Jossey-Bass.
