0.5 Mirci, p., & Hensley, p. (april 2011). transformational adult  (Page 3/9)

An individual who begins to see himself or herself as being capable of learning and exchanging knowledge with others is calling into question his or her previous habits of mind… Our experiences are filtered through our meaning perspectives or habits of mind… Our way of seeing includes distortions, prejudices, stereotypes, and unquestioned beliefs. Transformative learning happens when we encounter an event that calls into question what we believe and we revise our perspective. At times, this can be a dramatic event, but most often it is a more gradual, cumulative process (Cranton&Wright, 2008, p. 34).

Mezirow (2009) identified ten phases in his theory: (1) experiencing a disorienting challenge; (2) engaging in self-examination; (3) assessing one’s assumptions critically; (4) recognizing a connection between the disorientation and the process of transformation; (5) exploring possible new roles, relationships, and action; (6) developing an action plan; (7) constructing new knowledge; (8) adopting temporary new roles; (9) developing confidence and competence with chosen roles; and (10) reintegrating one’s worldview based on the new perspective. People may not encounter each phase. The process may be recursive, and involve thoughts, emotions, and intuition.

Methodology

A phenomenological design was used to study ‘ several individuals’ common or shared experiences of a phenomenon’ (Creswell, 2007, p. 60). Purposeful sampling was used to recruit participants who met the criteria of completing two years of coursework, passing two qualifying examinations, and being advanced to candidacy to work on their dissertations.

The sample consisted of 18 participants. Three were African-American: two females and one male. Three were Hispanic: one female and two males. Eleven were Caucasian: nine females and two males. One female was Filipino. They ranged in age from 32 to 58. Pseudonyms were used to protect participant anonymity.

Data were collected through one-to-one interviews that were transcribed and analyzed using the constant comparative method (Schwandt, 2007). Mezirow’s phases of transformative learning were used in creating semi-structured interview questions and in coding data. Synder (2008) reported that coding data by these phases was common among researchers studying Mezirow’s theory. Member checking to ensure accuracy and increase credibility of the findings was utilized.

Results and discussion

All of the participants reported experiencing the first four phases of the theory: disequilibrium from a dilemma or challenge; self-examination through critical reflection; assessment of personal assumptions in conflict with social justice discourse; and the connection between disorientation and the process of transformation. They also indicated they were beginning to reintegrate their worldview based on the new perspective. Four themes emerged from data analysis: (a) disequilibrium and critical reflection, (b) inclusive worldview and perspective shifts regarding self and others, (c) differences between transmissive and transformative learning, (d) and obstacles to transformative learning. Longer selections, representative of the theme , were selected to provide more in-depth descriptions for the reader.