Transformational Learner

The many journeys in my life occurred because of transformational learning. For example, in reflecting on my previous teaching experience, and through dialog with family and friends, my thinking was transformed that resulted in the action to begin my doctoral journey. But as an anthropologist, I’m always searching for cultural experiences, and how these experiences are evident in adult learning theories. I set out to find culture in transformational learning and found evidence that counters the critique of such learning as being a contextual (Merriam, Caffarella, & Baumgartner, 2007, p. 149).

Mezirow theorized that learning comes from experience, bridging past and present knowledge that leads to future decision-making processes and actions (Merriam, Caffarella, & Baumgartner, 2007, p. 132). In a case study of student teachers becoming integrated within a foreign culture, that of Costa Rica, the experience transformed their beliefs and actions (Moseley, Reeder, & Armstrong, 2008). The student teachers initially received an overview of the culture prior to the experience and briefly visited Costa Rica with faculty where the student teachers became more aware of the culture. This process promoted critical reflection and discourse, a time to plan for the adventure (p. 61). When the experience began the students faced their own cultural biases and assumptions. One student upon arrival refused to eat white meat but upon becoming emerged in the culture, this perspective changed and the student learned to thrive on Costa Rican foods (p. 63). In addition, their experiences learning to live within the culture changed how they responded to daily challenges. Their initial visit and experiences with transportation limited options for commuting. As they began to live within the culture and explore alternatives, they began to adopt different modes of transportation (p. 63). Culture influenced transformation that led to new ways of adjusting to the unknown. Transformational experience working cross-culturally resulted in global awareness of others that changed these individuals’ thinking and behavior.

The cultural-spiritual approach also provides evidence of transformational learning, exemplified in a case study conducted in Botswana, Africa. Merriam and Ntseane (2008) observed how spirituality impacts learning within the context of culture. Africa is a collectivist culture and personal identity is not within oneself but is based on community (p. 186). Within this belief system are family responsibilities. For example, in Botswana people learn and believe that only relatives surround the death of family members. An interview conducted with an individual prior to a tragic accident exemplifies the influence of spirituality on transformational learning. When Radira was involved in a car accident that killed 4 strangers, he felt a sense of responsibility to stay with these individuals until relatives arrived, and this made him re-evaluate cultural beliefs in death because he was not an immediate family member. He is now more cautious and aware of the dangers of driving (p. 191). The event changed his worldview, actions, and perceptions. Through this example, personal meaning was constructed and transformed within the cultural-context of spirituality.

The evidence suggests that transformational learning is a process that can change an individual’s assumptions, beliefs, and actions through experience, critical reflection, critical discourse, and action ((Merriam, Caffarella, & Baumgartner, 2007, p. 134). More importantly, culture has the opportunity to play a key role in this transformation.
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: a
comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.

Merriam, S. & Ntseane, G. (2008). Transformational learning in Botswana: how culture
shapes the process. Adult Education Quarterly, 58(3), 183-197.

Mosley, C., Reeder, S., & Armstrong, N. (2008). “I don’t eat white meat”: the
transformational nature of student teaching abroad. Curriculum and TeachingDialog, 10(1), 55-71.