Transformative learning : an exploratory analysis of theory and practice in a study and thinking skills programme

[摘要] ENGLISH ABSTRACT:Many students that embark on higher education do not have study and thinking skillsthat are sufficiently well developed in order for them to become autonomous, selfdirectedlearners. This is partly due to the fact that the historically authoritarian and rigidapproaches to teaching in some schools have discouraged independent thought. Othercontributory factors such as negative beliefs, attitudes and dispositions, and distortedconcepts of the self and of learning, also prevent effective learning from taking place.The focus of this research is a study and thinking skills programme. This programme ispart of a four week bridging course for freshmen at the University of Stellenbosch. It isbased on a comprehensive rationale derived from cognitive education theory,comprising a number of well known theorists such as Piaget, Vygotsky, Feuerstein andLozanov. This is further supplemented by instruments from authors in the field ofthinking skills (de Bono, Buzan).The purpose of this research was to identify elements of the programme which might beresponsible for aspects of transformative learning, as defined by Mezirow in hisTransformative Learning Theory. These aspects initially became apparent fromstudents' responses in post-programme evaluations. The responses represented anunexpected outcome, as Mezirow's theory was not represented in the programme'srationale.Eight criteria were developed from Mezirow's theory, operationalised as questions, andthen utilized to assess transformative learning in the context of the programme. In aconceptual analysis, four categories of the programme (the rationale, the objectives, thecourse material and implementation procedures) were compared and contrasted withcriteria from Transformative Learning Theory.From this analysis it was apparent that several criteria of Transformative LearningTheory were present in the programme: it facilitated learning in both instrumental andcommunicative domains; it provided opportunities to explore meaning structures and to investigate distorted meaning perspectives; and it instigated disorientating or conflictingexperiences with regard to these.Some criteria were absent from the programme in that it failed to promote rationaldiscourse according Mezirow's definition, it did not adequately promote reflection onpremises, and it did not intentionally address the transformation of meaningperspectives. These three omissions may be traced to the lack of an adult learningfocus in the programme's theoretical structure.Despite this, a number of parallels were identified which may explain the representationof Mezirow's criteria in the programme, and hence the students' responses. Conclusionsare drawn regarding a theoretically justified view of transformative learning in thecontext of the Study and Thinking Skills (S&TS) programme, and practical implicationsfor educators are explained.Finally, recommendations are made for enhancing trans formative learning within theStudy and Thinking Skills (S&TS) programme, and for the design of similarprogrammes. Recommendations are also proposed for further research in this areawhich, in the contemporary South African educational context, clearly deserves moreattention in adult education and related settings.

[发布机构] Stellenbosch University