Article Review On Adult Education

Dirks, J.M. (1998). Transformative learning theory in the practice of adult education: An overview. PAACE Journal of Lifelong Learning, 7, 1-14. Retrieved from http://www.iup.edu/assets/0/347/349/4951/4977/10251/af0eab12-c2ce-4d2c-b1a0-59b795415437.pdf.
Summary. The article under analysis considers on the issue of transformative learning. John M. Dirks makes an attempt to explain what transformative learning is and what distinguishes it from other practices. In order to do it, the author recommends the reader should pay special attention to the key concepts of four prominent researchers in transformative learning. These concepts are Paulo Freire’s concept of transformation as consciousness-raising, Jack Mazirow’s concept of transformation as critical reflection, Larry Daloz’s concept of transformation as development, and Robert Boyd’s concept of transformation individuation. In addition to the detailed description of these concepts, Dirks analyzes the prospects of using them in adult learning practice. Though transformation learning is often used to understand how adults learn, Dirks believes it is more like a stance educators take when dealing with their students rather than a strategy they apply in the teaching process.
Reflection. The article under consideration is very useful for those who want to know more about the peculiarities of adult education. First of all, the article is quite informative and gives a proper coverage of the existing transformation learning practices. It gives the reader an opportunity to compare and choose what seems more relevant and promising in certain teaching and socio-cultural contexts. In addition to that, the article is an analytical one: the author gives his own opinion both of transformation learning, in general, and of the prospects of following the concepts described. The author emphasizes the fact that the use of transformation learning strategies is a real challenge because it requires hard inner work both from learners and educators. Therefore, if educators want to implement the practice they should start the transformation within themselves and only then they can succeed with their students. In general, the good thing about transformation concepts is that they all stress the importance of the contexts – political, cultural, and social. Educators should not ignore it because the contexts determine how learners define the nature and meaning of what they learn.