** apologies if you read this already on RIDE **

Copying to this list by request to add to the thread on transformative
learning.

> And there's more!
>
> Philippa - I felt the same - why hasn't anyone mentioned....? Kolb is a
> good example whatever you think of him.
>
> Chris, the reason you have had this deluge of answers is because you've
> asked something fundamental about research into learning. This is a huge
> field. Educational research demonstrates many perspectives on how students
> learn in many contexts. I share a lot of the views expressed so far on
> this list on the socio-cultural and individual perspectives on learning.
>
> Now for my contribution, like Jan Coker, this is also an area of
> investigation in my PhD research. My research looks at the experience of
> teaching in design (amongst other things) and how this relates to student
> learning.
>
> I think that the most significant research into learning which transforms
> (in the learner's experience) is from a non-dualist perspective. As
> opposed, say, to an individual constructivist approach (von Glaserfeld,
> Biggs et al) or a social constructivist approach (Vygotsky, Wertsch et
> al). From a non-dualist perspective there is an internal relationship
> between the individual (learner) and the world (learning design). This is
> also known as a constitutional perspective or even relational research.
> So, from this perpective, transformative learning is not a chain of causal
> processes, or even an 'aha' moment, but an analysis of individuals'
> awareness of the learning in which they are engaged. Essentially then,
> transformative learning is an element of the learner's awareness, there is
> change in the learner's way of seeing, experiencing, handling and
> understanding of aspects of the world.
>
> This is oversimplified, but I would recommend further reading in this area
> and will only recommend two texts for starters. I got hooked on
> transformative learning from the non-dualist perspective by reading these
> two!
>
> PROSSER, M. & TRIGWELL, K. (1999). Understanding learning and teaching:
> The experience of higher education. Buckingham: SRHE/Open University
> Press.
>
> MARTON, F. & BOOTH, S. (1997). Learning and awareness. Mahwah, N. J.:
> Lawrence Erlbaum.
>
> Enjoy the experience.
>
> Linda
>
> *************************************
> Linda Drew
> Subject Centre Co-Director
> Art, Design and Communication
> Learning and Teaching Support Network
> University of Brighton
> 68 Grand Parade
> Brighton
> East Sussex
> BN2 9JY
>
> Tel/fax 01273 643119
>
> http://www.bton.ac.uk/adc-ltsn
>
>
>
>
>
>
>
> ----------
> From:         ASHTON Philippa
> Reply To:     Re-inventing design education in the University
> Sent:         Tuesday, February 18, 2003 12:50 PM
> To:   [log in to unmask]
> Subject:      Re: Transformative learning
>
>         Hi All,
>
>         In this debate so far, no one has mentioned the role of theory
> or conceptualisation in the transforming process. The transformation of
> experience into theory/knowledge is a major feature of the experiential
> learning cycle. David Kolb springs to mind here, but I am not
> necessarily a real fan of his, most of what he said in this respect is
> based on his reading of Piaget.  But try Kolb,D (1984) Experiential
> Learning - Experience as a source of learning and development. Prentice
> Hall. Bearing in mind that design learning is invariably
> experiential.......
>
>         he said...
>
> "'The simple perception of experience is not sufficient for learning;
> something must be done with it. Similarly, transformation alone cannot
> represent learning, there must be something to be transformed, some
> state or experience which is being acted upon.
> > (Kolb 1984:42)
> >
> Following very much a cognitivist approach, Kolb describes how
> experience can be transformed  either by intention - intellectual and
> introverted investigation - this requires reflection, or extension -
> active, extroverted experimentation.
>
> For transformation by extension, Kolb believes that there are two
> different ways that experience can be grasped or made sense of. Firstly,
> there is apprehension which is almost unconscious and involves our
> sensations and feelings - kind of 'what happens if I try this' -
> experimentation without insight, trial and error etc.  Apprehended
> experience is transient and cannot be communicated to others and it is
> therefore not learning let alone transformative!
>
> Secondly, there is our comprehension - the 'ah ha!' kind of feeling -
> which is informed by an understanding of the experience and could be
> described as a constructed theory or concept. Comprehended experience
> can be communicated and is the basis of further experience - in other
> words something has changed (transformed) which leads to new action
> which would not have been possible without the new 'knowledge' which has
> been created.
>
> Clearly, transformative learning can not just be about experience and
> trial and error, but involves reflection and importantly, understanding
> something and constructing and using theory.
>
> Philippa Ashton
> School of Art and Design
> Staffordshire University
> UK
>
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