Clarifying the Relationship Between Transformative Teaching and Transformative Learning

Living reference work entry

Abstract

Transformative learning describes the change process that an individual undergoes as they come to question their values and beliefs in such a way that they experience a fundamental shift in their interpretation of experiences and bases for their actions. Mezirow (1981, A critical theory of adult learning and education. Adult Educ Q, 32:3–24) coined this term transformative learning more than a quarter century ago and laid the foundation for subsequent development of this concept. Concurrently, thinkers such as Parker Palmer (1998, The courage to teach: exploring the inner landscape of a teacher’s life. Jossey-Bass, San Francisco) have begun to articulate a notion of transformative teaching. Central to this concept is the idea that the educator approaches their teaching from a holistic and integrated sense of self. The question that remains is what is the impact of a transformational teacher on the learner? In this chapter I summarize these literature streams and use these insights to consider how educators are able to foster learning environments and practices that encourage transformative learning.

Keywords

Transformative learning Transformative teaching Curriculum design Deep learning Learner-centered education Safe spaces Self-reflection Individuation Emancipatory process Dialogic process 

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Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  1. 1.Center for Collaborative Leadership, College of ManagementUniversity of Massachusetts BostonBostonUSA

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