Transformative learning refers to the process of reflection with regard to choice-making and a specification of the frames of assumptions embedded within one’s beliefs. Transformative learning is crucial in order to deal more effectively with different worldviews, to expand our critical consciousness and to encompass nonrational ways of knowing (McWhinney & Markos, 2003).
The outcome of transformative learning can start due to a sudden, dramatic loss or a slow awakening of a loss of meaning in life. A process of self-evaluation initiates this learning cycle whereby the individual crosses a threshold so that normal activity and expectations are changed (McWhinney & Markos, 2003). The transformative passage will eventually entail processes of unlearning, research, exploration, and testing possible new roles. The individual fully or partially reintegrates into everyday life often with new assumptions, more socially responsive relationships, and a more open and flexible worldview. Rather than adopting a right or new point of view, transformation is about becoming more open and flexible in one’s world view (Cranton & Roy, 2003).
Transformative learning implies a deliberate cognitive activity in contrast to unreflectively taking in information that fits our frames of reference and rejecting other information. Some examples include, but are not limited to: (a) pondering about big questions; (b)visualization, which focuses on the use of symbol to promote insight; (c) body focusing, which is a form of knowing that is situated in the body; (d) writing poetry or stories (e) free-form writing, such as, journal writing (Hart, 2003). Such contemplative practices add balance to the analytic approach (Hart, 2003).
The key factor is the active reflection on the experience that brings about learning or a change (Merriam, 2004). There is a distinction between reflecting on content or process as opposed to reflecting on assumptions about ourselves, others, or our culture (Merriam, 2004). Shifting perspectives, nevertheless, can lead to discomfort or can result in an emotional upheaval, according to Moore (2005).
Transformation does not happen quickly. Some time is required until a set of new assumptions is reintegrated. Some re-integrations are successful as the individual performs as expected with more socially responsive relationships; however, an individual may also remain in a liminal state taking on a spiritual life or remain partly in a liminal world and partly in the everyday environment (Merriam, 2004).
Given the massive amount of learning resources on the Web, online communities and web-based learning can certainly contribute to the process of transformative learning as various theorists such as Downes argues as well.
