ADULT LEARNING IN THE 21ST CENTURY

Theories of Transformative Learning

In its initial stages, the theory of transformative learning, developed by Mezirow (1991), consisted of a focus on the ways in which adult learners derive meaning from their learning experiences with Mezirow's model rooted in psychoanalytic theory and critical social theory. Mezirow stated that in order for adult learners to change their "meaning schemes" (specific beliefs, attitudes and emotional reactions) in the learning context, they needed to reflect on the material in a critical manner. This critical reflection then lead to a transformation in their perspective. Meaning schemes were said to change with the addition and/or integration of ideas in existing scheme

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to maximally participate in transformative learning. It is held that in order for adult education to be maximal, there must be an integrative, comprehensive approach to instruction in the transformative learning situation, and this approach must be based on a philosophical framework comprised of psychological types and domains of knowledge, teaching strategies and methods. Such a framework is said to not only transmit knowledge and skills, but also to facilitate communicative knowledge and foster self-directed learning itself. Whole Brain Learning Neurological theories have been an important part of the general transformative learning model. In this regard, there has emerged an approach called "whole brain learning" which is described from neurolinguistic descriptions of the functions of the brain's left and right hemispheres. Elman, Bates, Johnson, Karmiloff-Smith, Parisi and Plunkett (1997) have noted that prior research has mostly concerned itself with the specialized functions of the left and right hemispheres, leading to left and right hemisphere teaching. However, recent research suggests that such an approach does not reflect how the brain learns, nor how it functions once learning has occurred. To the contrary, El
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Approximate Pages = 6 (250 words per page)

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