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Theories of Globalization
This kind of learning experience involves a fundamental change in our perceptions—learners start to question all the things they knew or thought before and examine things from new perspectives in order to make room for new insights and information. Many learners and experts agree that this kind of learning leads to true freedom of thought and understanding. Mezirow says that transformative learning has two basic focuses—instrumental learning and communicative learning.
Instrumental learning focuses on task-oriented problem solving, and evaluation of cause and effect relationships. Communicative learning focuses on how people communicate their feelings, needs, and desires. Both of these elements are important in transformative learning—students need to be able to focus on different types of their understanding and view new perspectives that are both logical and emotional in order to challenge their previous understanding. Meaning schemes or meaning structures are another important element of the transformative theory and transformational learning according to Mezirow. Perspectives and meaning schemes two major elements of meaning structures, and are our predispositions and assumptions, which set the state for our expectations.
A meaning structure is basically the concepts, beliefs, judgments, and feelings that shape an interpretation of information. Students are able to understand their meaning structure through self-reflection, self-directed learning, and critical theory. They are able to critique their assumptions to understand if what they understood as a child still holds true now that they are an adult. We are thereby able to understand ourselves, and our learning better. The understanding of our past perspective and the ability to look at new structures and perspectives are key to the transformative learning theory.
In the transformative learning theory there are typical phases that adult education learners follow. These phases are key in helping adult education learners transform their prior notions as they get new information and insight. A disorienting dilemma. A disorienting dilemma is a situation where a learner finds that what they thought or believed in the past may not be accurate. This is the first part of transformational learning. This disorienting dilemma can be uncomfortable or challenging for students, but is the key spark in starting a fire of transformational learning. After a disorienting dilemma, students will do a self-examination of their beliefs and understanding.
They will think about their past experiences and how they connect to this disorienting dilemma. This can create a perspective transformation, where students understand that their perspective may not be the only perspective. Critical assessment of assumptions. Students in this phase of transformational learning are able to take a more comprehensive look at their past assumptions and review them critically. They are able to accept that perhaps some of their past assumptions were wrong, and are thereby more open to new information and thoughts.
This creates perspective transformation as they are able to look with more unbiased eyes at their own past. Planning a course of action. After students understand how their past assumptions and beliefs may have been wrong and have a perspective transformation, they are able to plan a course of action. They are able to consider what kinds of learning they will now need to more fully understand a problem or situation.
They will be able to have a strategy for learning new things, seeing new perspectives, talking to new people, and more. Acquisition of knowledge or skills to carry out new plan. Now is the time for students to carry out their plan and get further in their transformational learning. Learners examine themselves and the beliefs they bring to the learning experience. A transformationalist does not just favour change: they foment it. Fogel, The Teleology of the Modern Nation-state: Japan and China , page So long as late Qing transformationalism based on allegiance to Confucian values prevailed, the grounds nationalists were seeking for uniting those identified as "Chinese" against those identified as "Manchus", "Mongols," "Uigurs," "Tibetans," and even Chinese Muslims.
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