Patricia Cranton
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Cranton states that "adult learning could be seen as a process of critical reflection during a time when individuals are questionin! g their political and economic systems." - Patricia Cranton, Understanding and Promoting Transformative Learning: A Guide for Educators of Adults (San Francisco: Jossey-Bass Publishers, 1994), pp. xi, 3. |
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PATRICIA CRANTON is professor of Adult Education and Honorary Research Associate, School of Graduate Studies at the University of New Brunswick – Frederickton. An internationally recognized adult educator, Dr. Cranton's primary research interests have been the evaluation of teaching in higher education, instructional development and transformative learning. She has held positions at McGill University and Brock University, and has written numerous adult education books. Her current project is a book, which is tentatively titled, Helping Adults Reflect and Develop. Patricia Cranton received her Ph.D. degree (1976) from the University of Toronto. Patricia's primary research interests have been teaching and learning in higher education, faculty development, and transformative learning. She was selected as an Ontario Distinguished Scholar in 1991 in recognition of her research and writing on teaching and learning in higher education.
From 1976 to 1986, Patricia Cranton was at McGil! l University in the Centre for Teaching and Learning and the Department of Educational Psychology and Counseling. She received the Ontario Confederation of University Faculty Association's Teaching award in 1993 and the Lieutenant Governor's Laurel Award in 1994 for an outstanding contribution to university teaching. From 1986 to 1996 she was at Brock University in the Faculty of Education. She founded Brock University's Instructional Development Office and directed it from 1991 to 1996.
In addition to her numerous articles and conference presentations, Patricia Cranton's books include Planning Instruction for Adult Learners (1989) with a second edition published in 2000, Working with Adult Learners (1992) translated into Japanese in 1999, Understanding and Promoting Transformative Learning (1994 translated into Chinese in 1995,! Professional Development as Transformative Learning! (1996), No Empowerment Through Type (1998) and Becoming an Authentic Teacher (2000).
Transformative educational processes occur when learne! rs reassess personal assumptions and examine whether their present approach to doing things is right for them. This self-reflection helps learners prepare to take action. Programs that result in transformative learning create real-life changes in participants.
(When we are) “...led to reflect on and question something we previously took for granted and thereby change our views or perspectives, transformative learning has taken place.”
- Patricia Cranton,Transformative learning: Individual growth and development through critical reflection. In S. M. Scott, B. Spencer, & A. M. Thomas! (Eds.), Learning for life: Canadian readings in adult ed! ucation
Transformative learning empowers individuals, as they realize options and alternative ways of seeing the world are possible and available. If someone does not know there is a choice, then they are less free. Transformative group learning promotes the empowerment of learners; the goal is freedom from the constraint of not knowing. This format encourages people to revise their underlying expectations, assumptions, or perspectives about how life functions. Transformative learning happens when learners compare their current basic views and assumptions about the world around t! hem in relationship to the new information presented to them and make a decision to change their views and assumptions.
The process may be prompted by a life experience or dilemma (either positive or negative), exposure to new ideas and perspective through reading or participation in a learning group. Transformative learning uses collaboration but goes beyond mutual understanding and to a goal of effecting change within the individuals or community. Examples of effecting individual change within a group include professional development workshops, weight loss or fitness groups, and other types of support groups. Examples of effecting community change include community action groups, environmental groups, and political networks.
The educator’s role is one of providing opportunity for equal participation of learners in discussion and encouraging l! earner decision making. After comfort and collaborat! ion within the group is established, the educator provides stimulating reflection through critical question and consciousness-raising activities such as role playing, simulations, journal writing, experiential techniques without imposing their perspective. Educators encourage individuals to question their own perspective.
Resources
Cranton, P. (1998). Transformative learning: Individual ! growth and development through critical reflection. In S. M. Scott, B. Spencer, & A. M. Thomas (Eds.), Learning for life: Canadian readings in adult education (pp. 188 – 199). Toronto: Thompson Educational Publishing Inc.
Faculty Pages, University of New Brunswick-Frederickton. http://www.unbf.ca/education/welcome/people/cranton.html
History of Education: Selected Moments of the 20th Century. A work in progress edited by Daniel Schugurensky, http://fcis.oise.utoronto.ca/~daniel_schugurensky/assignment1/1978mezirow.html
EDUFAIM: A Successful Program Helping Empower Rural Families Toward Self-Reliance. Journal of Extension, February ! 2001, Vol. 39, No. 1. http://www.joe.org/joe/2001february/a3.html
Williams, Glenna S. Abstract: Designing Effective Learning Groups.
Cooperative Extension, Oklahoma State University, Stillwater, OK. November
2000. http://fcs.okstate.edu/publications/resource-update/12-00/com12.htm
Review of Cranton’s “Understanding and Promoting Transformative
Learning”
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