TRANSFOMATIONAL LEARNING

Transformational Learning

Transformational Learning

Introduction

Transformational learning involves a fundamental re-evaluation of some or all of one's roles, priorities, vision, and goals, and results in new understandings of self and new commitments to future life possibilities. The center of this ongoing learning is the individual person. Each person must learn how to pick and choose ways to gain the skills necessary for successful maturation. This might be retooling for a new career, stepping into a new level of leadership, or retreating from the routines of the work world and into the art of living.

Like repurposing, adult development occurs throughout the lifecycle. The conscious and aware person does not develop according to some cultural blueprint, but from inner values and strategic choices. It is driven by intentionality and continuous learning. Such learning is 'holistic,' combining cognitive growth, emotional development, and decision making. Learning is 'transformational' when adults—through choice or circumstance—shift gears in some major way to seek new possibilities in their lives, such as pursuing unfulfilled dreams or pursuing new directions in their careers, relationships, social responsibilities, or financial situation. Because there is so much change in the postmodern world, an increasing number of turning points and critical events in human lives require re-evaluation. These are the primary places where transformational learning takes place.

Human development, across the adult years, is the personal context of transformational learning, because the focus of learning shifts throughout the lifecycle. There is a developmental flow with many variations throughout the adult years. Although this development is not age-specific, the general flow is as follows:

In one's twenties, a central transformational learning task is the shift from 'adolescent' and 'dependent' modalities to 'adult,' 'independent,' and “interdependent” ways of being. One typically wants to 'launch' successfully into adult life, through dreams, educational training, peer and mentoring relationships, traveling, experimenting with work and relationship roles, and practicing the management of money. Fortunately, a 20-year-old is used to being a learner, but the shift from 'student' to “independent worker” often requires transformational learning that spans several years. Life transitions require more time than one normally anticipates, because they involve emotional issues that usually adapt more slowly than conceptual ones.

In one's thirties, there is typically a desire to “settle down,” deal with marriage or its alternatives, perhaps begin a family, progress significantly in career and financial areas, deepen friendships, and deal with 'life/work balance.' One wants and expects “learning” to help facilitate these outcomes, and often that learning will be 'transformative.'

In one's forties, a profound evaluation of the life course often occurs. The result usually falls into these categories: repurpose in some major way; consider major changes in the areas of careers, geographic location, and intimate relationships; find new dreams and make peace with 'mid-life'; and assume leadership responsibility in selected social roles (schools, clubs, politics, and such). Perhaps the most remarkable learning at this point in life is the discovery of an inner self—a dialogue between inner and outer life that functions as a reliable guide to the future, ...