“Transformative Learning Theory: Connections with Christian Adult Education”.
In this article, Ellen L. Marmon is expressing a new visionary idea of how to apply the Transformative Learning Theory, but working with adults. The main focus is the Christian Education and even though there are different ways to transmit information, she truly believes that an effective one is teaching grown-ups and not just having a learning process during the childhood and teenage years, as the majority usually think.
Equally important, the author describes the Christian life as a “dynamic faith journey” (p.224) which remind us that is not just a linear process but a never-ending lifestyle that is constantly changing. It is like the worldview, described in Why College Matters to God, “continuously subject to growth and revision as we encounter new people, ideas, and experiences” (Ostrander, 2012, p. 28). That is why she claims that even during the adulthood people can keep building their knowledge in a different but excellent way. Adults have built their personal perspectives of situations in life, so she emphasizes that during this process, there are going to exist changes and that is how people acquire new information. That is why Marmon reaffirms: “Adult learning is tricky; grown men and women often must unlearn
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Then, as usual, they share they knowledge with others in an accurate way by analyzing carefully and with maturity what they have learned (socialize). Finally, having a new perspective of the situations creates changes in some aspects and then is when the transformation occurs. Marmon endorses the ideas of Mezirow’s article, Learning as transformation, to explain the three levels of transformation: “Meanings; premises, assumption, or habits of mind, and meaning perspectives”. She also agrees with him that when an adult embraces a new way of recognizing the world he or she has experienced a Transformative
Schultz also stressed the importance of a biblical worldview in the teacher. As the leader in each classroom the students will adapt their teacher’s beliefs, values and finally actions. If they are taught by a teacher who holds a dualistic view of dividing the sacred and the secular, or a postmodern or modern worldview, it will adversely affect the ability of that child to develop Christ centered wisdom based upon the Word of God. Schultz, in referring to the education of children, stated “anything that hinders their moral and spiritual development is the epitome of child abuse.” (2006, p. 163). As such, our curriculum, teaching methods, and moral example, must all reflect a biblical worldview that will evangelize and discipline each student to know and love Jesus Christ.
Hazel, M. "Change is crucial in a person’s life." N.p., n.d. Web. 15 Dec. 2008. .
From our first breath to our last, every person on Earth is in a perpetual state of change. Some of this change is physical, some of it is mental, and all of it is important. One of the most obvious instances of human change is seen throughout adolescence. During this time, both our bodies and our minds change very rapidly, nearly transforming us into completely different versions of ourselves. While it is true that this period of the human life does contains the largest amount of both physical and mental change, it should not be thought of as the only time in our life where change is acceptable. At any other time, though, change is usually looked at as negative. In many texts, when an adult changes, they are usually viewed as fickle or even
In order to express genuine character, a person must undergo character transformation. Transformation solidifies a person’s values in their way of thinking and behaving. According to Wright, this
According to the TLT, when transformation learning occurs, adults become aware of learning beyond content, equations formation, and memorizing historical data. A perspective shift arises in transformative learning and a person’s worldview is affected. A new way of viewing life experience and situations occurs.
I interviewed my grandmother Rachel, who is 76 years old. Our relationship is close but also distant since she lives in California, I don’t get the opportunity to talk and see her as much as I would like. There are multiple features of the lifespan development perspective that can be applied to my grandmother’s life. The first being development is as lifelong process apply to my grandmother religious development throughout her life. In school as a young child, she learned about religion and all the different kinds of religions. As a young adulthood, she developed her religious beliefs by attending church masses and participating in church activities. During her adulthood and into late adulthood, she continues to attend church masses regularly
There are two different ways of learning presented in this essay. These methods are rote learning and conversational teaching. Both of them have the purpose to help the Christian communities at churches to increase the knowledge that the congregation has about their beliefs and traditions. Equally, they can be useful for the people in charge of a group at church, from pastors to ministries’ leaders. On this case, conversational teaching is the best method to apply at churches considering it searches the transformation of people through the understating of a topic with the use of socialization. It is necessary to compare both of them and review at their elements to identify when
What is transformative learning? Mezirow’s original study in 1978 concluded that perspective transformation was the primary learning process in the women Mezirow studied (Mezirow, 2000). Transformative learning theory is distinctively adult in its orientation and based on the way in which humans communicate (Taylor, 2007). While childhood learning is formative, adult learning is transformative in that it relies on previous knowledge which is changed, rearranged, reframed, and replaced (Mezirow, 2000). Transformation occurs as a revision in one’s frames of reference, which are “structures of assumptions and expectations that frame an individual’s tacit points of view and influence their thinking, beliefs, and actions” (Taylor, 2008, p. 5). Thus, learning is viewed “as the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action” (Mezirow, 1996, p. 162; Taylor, 2007).
The learning perspective what is it? This is the study of how exactly a person is effected through what they learn on a daily basis. Through family, their surroundings and behavior. The people who believe this line of thinking are called behaviorists. Many people look at the learning perspective in a suspiciouse manner not believeing or trusting any of the experiments. But there are many contributions and many limitations of the learning perspective.
As a graduate student, tell us how you have personally experienced transformational learning. Please be specific and include how this has caused any changes to your educational philosophy or your approaches to teaching.
Given the thought that adults learn in ways that are not the same as kids, instructive scholar Malcolm Knowles suggested that an alternate way to deal with teaching adults is needed. He thus promoted the term andragogy to separate adult showing techniques from teaching a method or showing strategies for youngsters (Sang, 2010). Therefore, there are a lot of theories in our culture. “For example, there are behaviorist, cognitivist, social and experiential learning theories. All learning theories strive to lead to change in basically three domains: cognitive, affective and psychomotor” (Wang, 2012, para. 1). However, great learning theories focus on the learners and educators and try to
The Biblical model for education is first found within the context of the family, of which is articulated within Deuteronomy 6:1-25. The church however, coinciding with the missional objective of the Christian family, must assist in ways to recapture and reinforce education through the family. This can be achieved through the learning process when there is as emphasis on affective learning, rather than the more prevalent bent towards cognitive processes (Eldridge, 1995). Therefore, the task of the church is to overcome the prevailing influence of the world which is destroying lives and families at a drastic pace. Eldridge shares that the church through its teaching through Christian education must provide opportunities for relational processes in a context where the content of curriculum may be caught as well as taught, so that authentic learning can occur (1995).
...ind hits it. Those who by the age of eighteen have thick calendars organizing their too-complicated lives, those who have learned that a branch does not have real meaning, those whose religion tries to teach simplicity but does not get heard ("consider the lilies of the field, they do not spin nor toil, yet Solomon in his glory was not so brightly arrayed") -- can we enter the vision of the writings of one of us who lived 2500 years ago and left the city of confusion to find wisdom? Can we find in the tensions of his writings -- as they are the shapes of the tensions of living in a confused world -- the "way" of life that is most natural? Can we be at home in the universe that produces us and mirrors so readily what we are when we stop and look, wary as those crossing the ice, listening for cracks that might freeze them before they drowned, we see and hear the signs?
Has there ever been an experience that not only has changed your development but also has recalibrated your entire life? If you were to ask me this question i would answer yes with great exuberance. I would also state that this occurred not even a month ago. I state this response with great joy simply because I enjoy the recalibration I have encountered, since this change can enhance a better future for myself. It has let me find my true passions and let me realize my true dislikes. Most importantly it has given me a new sense of maturity I feel that I didn’t earn! But in order to explain this adjustment that has crossed my path the reader must understand what and how my life was lived previously. Following this I can describe the events of my experience that leads to the pep talk that induced me into making the change that was essential in order to improve my future.
education is life itself." This philosophy truly emphasizes the importance of education in one's life, and that they are indeed interrelated, not separated. I believe he was expressing, in part, the notion that education should serve us throughout our lives, constantly empowering us to achieve our greatest potential through self-realization. Learning, is a life-long process, by which we are all constantly searching for meaning through reflecting on our experiences to make sense of, and better understand the world in which we live in. I am humble enough to say that I too remain a student, not just in the literal sense, but in life. As teachers, I believe it is our responsibility to provide an educational experience that motivates our students to discover their own hidden potentials and to hopefully achieve self-realization. This is especially important for young children, for it is with the combination of their innate learning ability and the influence of great educators that can account for their marvelous capacity of potential.