1- Consider what experiences in your life, thus far, might be identified as disorienting dilemmas and whether you experienced trans-formative learning.
Conflict
The process of trans-formative learning has been, to my case, a slow but sure process. I realized my uniqueness from the rest of the children that I grew up with, but it was not until I was done with high school that I really came to appreciate myself and be proud of my identity. Being a sanguine, I enjoyed a happy carefree lifestyle that comes along with many friends by one's side. I was practically the best friend to most people in my class most of the time in my school life. Although there were lots of activity and publicity, My self-esteem was, however, lower than most of my friends' partly because of a harsh, abusive father. My conduct was upright and mature-I served as a leader in many ways all through school. My parents had dedicated me in church and had high expectations of me. They kept reminding me of what I was 'called' to be, my role as the first born and as a young Christian. My teachers were also very supportive and keen on my progress hence my academic journey was steady and successful.
2- Was it similar to the stages Mezirow listed?Alternatively was it more non-rational?
Slow development
According to Mezirow's three psycho-critical perspectives of trans-formative learning, I only developed well in two parts namely; social-emancipatory (beliefs in the supernatural) and psycho-developmental stages (behavioral changes). The psycho-analytical view that defines one's self-esteem and identity (Merriam 2001)was very slow.
With a harsh temperamental father at home, I was never free to bring my friends at home to visit, I would, however, visit them often and surprisingly enough, be very free even with their parents. Later in life I transformed into a humble Christian and an obedient boy and my father turned softer on me. He would later entertain my friends, and I noticed they were comfortable enough without my presence.
3- Based on your experience, consider which changes in the lives of your family and friends seem to have precipitated trans-formative learning, what does this mean about how teachers should approach trans-formative learning.
Collective responsibility
My teachers, on the other hand paid close attention, were very corrective and liked to discipline school children by corporal punishment. Since the punishment was never bias or personal, none of the students, Collective responsibility including me ever developed a negative attitude towards the motherly tutors.
Trans-formative learning would be more rapid and effective if teachers and parents interacted to fill in their weaknesses. Fair treatment, encouragement and follow up is essential for effective all round learning.
References
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. San Francisco, CA: Jossey-Bass. (ISBN: 978-1-118-13057-5)
