2020 Transformative Learning Conference

Applying Transformative Learning in Teaching

Abstract
Mezirow’s (1997) theory of transformative learning describe how people develop and use critical self-reflection to recognize and examine their beliefs and, over time, change the way they see the world. At its heart, Mezirow’s theory describes the conditions and cognition that contribute to genuine, powerful adult learning. This interactive session describes a program sponsored by the United States Department of State, the Fulbright DAI Program, and the seminar class designed by the presenters to support transformative learning through the program’s semester-long experience. While the primary outcome of the seminar class described in this presentation is an inquiry project that leads to professional development in their home countries, a secondary outcome is transformative learning. Presenters will describe the approaches they took in designing the class and also will engage participants in some of the activities used in class to stimulate reflection. Participants will engage in specific activities to identify dilemmas, raise individual awareness of preconceived notions related to themselves and other educators, and develop critical assessment skills to gain further understanding of how they can transform views and ultimately, impact others. Additionally, presenters will share outcomes that offer supporting evidence of transformative learning resulting from experiences related to travel, culture, language, food, teamwork, and education.