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Coming to Grips with Edge-Emotions: The Gateway to Critical Reflection and Transformative Learning
Abstract
The rapidly changing environment requires an ability for critical reflection. In this chapter, I suggest that our abilities to engage in transformative learning and critical reflection on our taken-for-granted assumptions may be significantly strengthened by gently yet critically harnessing ‘edge-emotions’ as our guiding friends in the processes of learning and development. The theory of edge-emotions argues that resistance to reflection is deeply rooted in the biology of emotions and cognitive functions acting together in favour of self-preservation. This chapter offers an understanding of the dynamics of edge-emotions and suggests ways in which we can learn to harness edge-emotions in practice for supporting critical reflection and transformative learning.
... esim. Laininen 2018;Mälkki 2019;Siirilä ym. 2018). ...
... esim. Johnstone 1996;Mälkki 2019). Epävarmuuden tilassa näyttää myös mahdollisemmalta epäonnistua, ja niin improvisaation periaatteet kuin transformatiivisen oppimisen teoria kehottavat lähtökohtaisesti hyväksymään tapahtumat, tarjoukset ja tunteet. ...
... (Ks. Mälkki 2011;2019.) Vuorovaikutustilanteiden ennakoimattomuus voi viedä reunatuntemusten äärelle, mutta yhtäaikaisesti improvisaatio ajattelutapana ja menetelmänä auttaa konkretisoimaan ja kokeilemaan erilaisia ilmaisutapoja ja niiden vaikutusta vuorovaikutukseen. ...
Tässä katsauksessa yhdistetään improvisaatioteatterin periaatteita transformatiivisen oppimisen teoriaan. Improvisaation ja transformatiivisen oppimisprosessin synteesissä improvisaatio näyttäytyy menetelmänä, jolla voidaan tukea transformatiivista oppimista. Samalla osoitetaan, että synteesillä voidaan käytännössä toteuttaa koulutuksen arvo- ja tavoitepohjaa.
... Transformative learning is a theory that allows for looking at the conditions that learners need in order not to disconnect from unpleasant, even stressful emotions or remain in automated stress reactions (Mälkki, 2019). Instead, learners can use these emotions to deepen critical thinking and develop the competencies that will enable them to deal with the multifaceted dilemmas and tensions within sustainability. ...
... When formerly unproblematic notions of social or environmental normality are called into question and force learners into a new learning experience, they enter this process by "realiz[ing] that they have, to some extent, lost their way in the world" (Arcilla, 1995, p. 7). In that sense, unpleasant edge-emotions are experienced (Mälkki, 2019). One way forward would be to embrace these emotions and understand them as indicators of learning potential and an invitation to question guiding assumptions in light of the current crisis. ...
... Furthermore, edge-emotions can reveal what situations may cause automated defense reactions. Recognizing these edgeemotions and being able to live with them is an important resource when navigating the liminal space (Mälkki, 2019). ...
The multiple crises of unsustainability are provoking increasing stress and unpleasant emotions among students. If higher education is to fulfill its mission to support transformation processes toward sustainable development, it must adapt its pedagogical approaches to help students deepen their critical thinking and empower them to engage in these transformation processes. For this reason, emotions – which can also prevent critical thinking – should be carefully addressed within transformative learning journeys. However, these journeys are themselves challenging for learners and educators. They push them to abandon stable meaning perspectives, causing feelings of incoherence and tension. Learners need safe enough spaces to navigate these situations of uncertainty. The central questions of this manuscript are: What is meant by safe enough spaces? How can learners, educators, and higher education institutions create and hold such spaces? These questions are explored on three different levels: (1) the intrapersonal level, (2) the interpersonal level, and (3) the organizational and systemic level of discourses in higher education. For the intrapersonal level, perspectives inspired by neurobiology are used to discuss reaction patterns of our autonomous nervous system and present insights into stress development. Learners should feel bodily safe when engaging in transformative learning processes. This is supported by balancing the challenges learners face with the resources they have. For the interpersonal level, the manuscript argues that focusing solely on rational discourse is insufficient to support safe enough spaces for transformative learning. We call for a culture of edifying conversations supported by respectful relationships among learners, as they are more adequate for regaining self-direction. For the organizational and intertwined systemic level, the ambition is followed to make higher education institutions offer learning environments that feel safe enough for all involved. However, as these institutions are strongly influenced by dynamics of economization and competition, they do not necessarily empower learners to challenge and disrupt unsustainable and neoliberal discourses. The manuscript explores how learners and educators can cultivate engaged critique by acknowledging their own embeddedness in neoliberal dynamics and opening up so-called transformative spaces for institutional change. Finally, recommendations for educational practices in higher education for sustainable development are offered.
... Mälkki's theory of edge emotions integrates Mezirow's (1991Mezirow's ( , 2000 critical viewpoint and Dewey's (1938;see also Hoggan et al., 2017) naturalistic perspective on experience involving the dimensions of continuity and interaction. Mälkki (2010Mälkki ( , 2011Mälkki ( , 2019 explains the conditions necessary to become critically aware of the assumptions questioned while bringing focus to the experiential dimensions of thinking. Thereby critical reflection is situated in the embodied and contextual experience (e.g., Leigh & Bailey, 2013;Yorks & Kasl, 2002). ...
... In contrast, when our meaning perspectives are questioned, we experience unpleasant emotions-the so-called "edge emotions"-such as fear, anger, frustration, anxiety, and shame. Both the edge emotions and the comfort zone have their functions in supporting the continuity and coherence of our meaning perspectives (Mälkki, 2010(Mälkki, , 2011(Mälkki, , 2019, or experience, in Dewey's terms. The edge emotions signal a threat and orient us to automatically act so as to preserve the previously experienced balance. ...
... While our reactions in conjunction with emotions have biological bases and functions, they are also socially and societally formed. This gives rise to collective comfort zones, where consensus exists on the assumption of what is acceptable within a given social setting (Mälkki, 2019). More specifically, we experience a sense of validation and acceptance based on shared values and assumptions, that is, affinities between meaning perspectives. ...
This chapter argues that the problematic nature of reflection in the
teacher education field stems from associating reflection with the consideration of concrete teaching practices only. Our purpose is to revitalize teacher reflection by developing an understanding of reflection focused on meaning structures rather than on teaching practices. We investigate a new way to promote critical reflection in professional development through a recently developed digital tool called Reflection Facilitator (RF) that is based on the theory of edge emotions. Based on empirical data from preservice teachers’ experiences with the RF, we develop the theory of reflection in the interface between embodied experiencing, societal conditions, and the function
of reflection in examining the human condition and then reformulate the framework for teacher reflection.
... It is the source of limitless, free information-if not restricted by the biases of the other two intuition types: the attached mind and ingrained thinking (Raami, 2019). In the case of trauma or strong edge-emotions, as discussed in the next section (Mälkki, 2019), we can enter a single-loop perspective, losing contact with and access to other two types of intuitions. In instinct-based intuition, a single-lens perspective creates an overly reactive, incoherent attached mind. ...
... However, everyday language treats the rational faculty as the faculty of reliable knowledge and disregards other means of gaining knowledge as inappropriate and unreliable. However, in our view, both the rational and the non-rational realms call for a critical ability to discern and assess the reliability of knowledge (Mälkki, 2019;Raami, 2018;. That is, rationality and conscious reasoning that work through explicit logic can be seen as appropriate methods for assessing arguments, but rationality is not the only method to arrive at arguments. ...
... A collective comfort zone consists of shared assumptions of what it is acceptable to voice and question in given social settings (Mälkki, 2011). Consequently, when we intervene with our 'personal' assumptions, we also intervene with our experience of feeling accepted and validated by those who share our assumptions (Mälkki, 2019), posing the risk of cultural suicide (Brookfield, 1994). ...
... The key for critical reflection is to recognize your edge-emotions (Mälkki, 2019) in the liminal space (i.e., the in-between space of transition; MacLaren et al., 2017) that holds us in our comfort zones. This creates an authentic dynamic process that fosters transformative learning (Hoggan et al., 2017). ...
... In the next theme, the emotive aspects of experiencing his identity in becoming a school counselor are detailed. Emotions are an important aspect of IPA (Smith et al., 2009(Smith et al., /2012, which can be interpreted through edge-emotions that arise from disorienting dilemmas and can be pathways for examining one's assumptions (Mälkki, 2019;Mälkki & Green, 2014). The researchers explored the participant's emotional qualities and expressions to dig deeper into his situated subjective experiences in meaning-making that emerged as a theme of processing the ebb and flow of emotions. ...
... The ebb and flow of emotions was captured by this participant as he dealt with critical incidents shared in his vloggings. As edge-emotions (Mälkki, 2019), these were transformational moments in his professional identity development from student to professional as he examined his assumptions. His use of metaphor allowed the researchers to uncover how he was unpacking his meaning and mattering: "in a pickle," "it's been a whirlwind," and "spinning in circles." ...
The authors present an interpretative phenomenological analysis (IPA) case study used to uncover the meaning-making system of professional identity development experienced by a graduate student completing a two-semester school counseling internship. The intern engaged in critical self-reflections as weekly vloggings, which are single-turn video monologs. The rigor of IPA allowed the researchers to explore the intern’s personal reflexivity as a space between what the intern was doing and his process of becoming a professional. The super-ordinate theme that emerged from the analysis in this case study was connecting the dots. . . it’s all about the kids. Findings from this research have implications in higher education and professional studies for creating a transformative learning environment and engaging individuals in the professional identity development process.
... The key for critical reflection is to recognize your edge-emotions (Mälkki, 2019) in the liminal space (i.e., the in-between space of transition; MacLaren et al., 2017) that holds us in our comfort zones. This creates an authentic dynamic process that fosters transformative learning (Hoggan et al., 2017). ...
... In the next theme, the emotive aspects of experiencing his identity in becoming a school counselor are detailed. Emotions are an important aspect of IPA (Smith et al., 2009(Smith et al., /2012, which can be interpreted through edge-emotions that arise from disorienting dilemmas and can be pathways for examining one's assumptions (Mälkki, 2019;Mälkki & Green, 2014). The researchers explored the participant's emotional qualities and expressions to dig deeper into his situated subjective experiences in meaning-making that emerged as a theme of processing the ebb and flow of emotions. ...
... The ebb and flow of emotions was captured by this participant as he dealt with critical incidents shared in his vloggings. As edge-emotions (Mälkki, 2019), these were transformational moments in his professional identity development from student to professional as he examined his assumptions. His use of metaphor allowed the researchers to uncover how he was unpacking his meaning and mattering: "in a pickle," "it's been a whirlwind," and "spinning in circles." ...
The authors present an interpretative phenomenological analysis (IPA) case study used to uncover the meaning-making system of professional identity development experienced by a graduate student completing a two-semester school counseling internship. The intern engaged in critical self-reflections as weekly vloggings, which are single-turn video monologs. The rigor of IPA allowed the researchers to explore the intern’s personal reflexivity as a space between what the intern was doing and his process of becoming a professional. The super-ordinate theme that emerged from the analysis in this case study was connecting the dots. . . it’s all about the kids. Findings from this research have implications in higher education and professional studies for creating a transformative learning environment and engaging individuals in the professional identity development process.
... Overall, the primary re-action pattern to unpleasant emotions is -simplified -avoidance and quickly returning to a state of well-being (Siegel, 2020) or comfort (Mälkki, 2019). Depending on how (life) threatening the situation or stimulus is appraised, stress-reactions emerge with automated, biological pre-programmed fast defense patterns up to (re)traumatization (Porges, 2017). ...
... This is supported when subjectively, available resources are sufficient to meet a challenge, so that a situation is not appraised as (life) threatening (anymore) (Singer-Brodowski et al., 2022). At the same time reflecting unpleasant emotions, connected reactions and their sources, like conflicts, are important entrance points for TL (Mälkki, 2019, Singer-Brodowski et al., 2022. They allow us to explore underlying meaning perspectives, paving the way for collective sense-making and more just practices, including restorative ones. ...
To better understand complex and challenging transformative learning (TL) processes in the context of climate (in)justice, we introduce a decolonial perspective, through the understanding of TL as a process of decolonization, and build on a model of typical phases in TL for sustainability. We argue that it is firstly necessary to analyze the conditions, context, and prerequisites with which learners approach the topic of climate justice. Secondly, it is crucial to examine how the learning objects are taken up by the learners and which specific challenging emotions can occur. Here we plead for safe enough spaces, which are learning environments that encourage learners to constructively address their challenging emotions with the prioritized intent to restore a sense of justice through shared accountability within the community. Thirdly, after successfully mastering emotional troubles, they can engage in courageous practices developed collaboratively and fortified as collective practices in the community of learners. We conclude our thoughts with several questions about the composition of different learning groups and the normativity of TL in the context of climate justice and more generally, sustainability.
... Indeed, it has been argued that the expansion of TLT toward the emotional aspect of the learning process links the disorienting dilemma and the development of learning to critical reflection and beyond (Carter & Nicolaides, 2023). An example of this type of expansion is reflected in the proposal to link the Kübler-Ross model of the grief stages (Kübler-Ross & Kessler, 2005) to TL processes that occur in the context of edge-emotions (Carter & Nicolaides, 2023;Mälkki, 2019). ...
... Thus, concerning the first theme, which represents a disorienting dilemma, the gap manifested at the intersection of parents and various services assumes an emotional dimension characterized by edgeemotions (Mälkki, 2019). For example, encounters with professionals described as "good people in the middle of the road" may evoke feelings of disappointment and helplessness when dealing with professionals who do not meet parents' expectations (Subtheme 1.1). ...
The study sought to examine the content and processes that characterize the lived experiences of parents of children with disabilities as service users. The study employed a qualitative approach, utilizing the photovoice methodology to explore formative experiences derived from participants’ lived experiences. A total of 24 participants were interviewed; 19 were parents of children with autism and five were parents of children with other disabilities. The database was analyzed by content analysis. Four central themes were identified: (1) interactions with services and their representatives; (2) challenges embodied in the parents’ lived experiences as service users; (3) translation into action: expanding the parental role; and (4) policy changing. Research findings emphasize the fact that as the child’s primary caregiver, parents of children with disabilities should be treated as primary service users themselves. Services providing care and support for children with disabilities should consider parents’ lived experience-based knowledge when designing and planning services.
... However, this proposal of a general theory of learning so far has not included an explicit development of the emotional and affective aspects of human learning. This is a shortcoming that is particularly notable in a context in which the emotional and affective aspects of learning have been discussed: as part of a broader understanding of student engagement (Loon & Bell, 2018;Macfarlane & Tomlinson, 2017), as a key element in learning (Booth, 2018;Mälkki, 2019;Mälkki & Green, 2018), or as an inherent aspect of the teaching experience (Chen, 2019;Zembylas, 2005), to name a few. ...
... Recognizing the conflictive nature of learning and the tensions it entails does not only challenge the learner from a cognitive perspective, but rather from a holistic perspective. Coherently, some studies have argued in favour of raising awareness about the affective nature of learning, adding complexity to the conceptualization of the whole process (Barer-Stein, 1987;Fossa & Cortés-Rivera, 2023;Loon & Bell, 2018;Mälkki, 2019;Quinlan, 2016). ...
Every learning process is an affective experience. Affect is central in experiencing learning as uncertainty. This article proposes an internal integration of affect into the learning process. The main concepts of learning are articulated with a take on the reflection framework and a dynamic and social understanding of affection, emotions, and aesthetic experiences, helping to integrate concepts like edge-emotions and liminal experiences into the learning process. These concepts support the idea that complex emotions play a central part in learning dynamics, while arguing for reflection as a self-regulatory movement of the learning process. It is argued that there would be no such thing as a merely cognitive learning process. Every time that people learn, they experience edge-emotions and liminal experiences. Furthermore, if the learning process occurs in educational settings, it is possible to think about learning experiences as being mediated by liminal affective techniques and so, open to transformation.
... Neurobiologist António Damásio (1999) noted that our feelings serve an evolutionary purpose: to keep us safe from harm. We nestle in our comfort zone (White, 2009) and if we venture beyond we may feel discomfort or what Mälkki (2019) refers to as edge-emotions. When children challenge gender norms and actively disrupt the binary, parents can begin feeling discomfort. ...
... Most parents have trusted their feelings until this point, and yet this is one moment when parents can question them. Mälkki (2019) argued that these edge-emotions are the "gateway to critical reflection" (p. 59), as "discomfort calls not only for inquiry but also, at critical junctures, for action" (Boler, 1999, p. 179). ...
For many parents of transgender or non-binary children the experience is transformative learning (Mezirow, 1978). This life history study of 17 parents of children aged 6 to 29 comprised of 33 interviews, 10 participant journals, and an autoethnography. Findings from the data indicated parental learning was a holistic experience (Illeris, 2003), a balance of emotion, cognition, and sociality. When one domain of learning was overstimulated, learning could be disrupted. Parents restructured their conceptions of gender, working through understandings of gender from their past and new ideas of the present. Learning also occurred in two phases, a private phase of cognitive reframing and then a more public phase as parents learned to advocate for their child. Most parents were anchored by value of authenticity, and some mothers revisited the notion of “What makes a woman?” For some, working through discomfort was one part of the learning process.
... "Everyone knows what an emotion is, until asked to give a definition" (Fehr and Russell 1984, p. 464). This definitional ambiguity is equally evident in the sources that address emotions in TL: most do not refer to any specific emotion theory (Ball 1999;Mälkki 2011;Scott 1997;Sterling 2010), some use neurobiological perspectives (Dirkx 2001;Mälkki 2019;Taylor 2001), one builds upon psychoanalysis (Dirkx 2006). Only Ali and Tan (2022) refer to both biological and more recent constructivist approaches and contrast them. ...
... Sterling's (2010) assumption that a TL process "can be deeply uncomfortable, because it involves a restructuring of basic assumptions caused by the recognition of 'incoherence' between assumptions and experience" (p. 25) is further explored by current research on "edge emotions" (e.g., Mälkki 2019): negative and mostly unconscious emotions that result from an incongruence between meaning structures and experience and can therefore hinder TL processes. Overall, it is argued that sensitivity and an open, curious attitude toward all emotions, positive and negative, is central for a TL process (Mälkki 2011). ...
As multiple global sustainability crises are getting more severe and existential, a better understanding of how people undergo deep personal transformations related to sustainability is needed. In the educational debate on sustainability learning, transformative learning theories are widely used. To analyze specific phases of transformative learning, we derived five meta-phases from the literature (novel experience, reflection, social exchange, shift of action, shift of meaning). Although human emotions often arise during the confrontation with sustainability issues and are central to moral action, no substantial, theorized understanding of the role of emotions within sustainability-related transformative learning exists to date. We conducted a systematic review (following the PRISMA guidelines) and screened 355 publications to close this research gap. After applying the exclusion criteria, the in-depth analysis of 20 studies showed that sound theoretical references to theories of emotion and transformative learning are rare. The review shows clearly that diverse emotions permeate sustainability-related transformative learning processes. Among these are both negative emotions to novel learning experiences concerning sustainability (e.g., sadness, shame, disgust, guilt) as well as positive emotions in the context of social exchange (e.g., awe, gratitude, fun) and associated with newly formed actions (e.g., fulfillment, pride). Accordingly, to enable emotionally positive learning experiences, relationship and action orientation are particularly important within sustainability learning. The analyzed studies call for an educational practice where emotions can be experienced, expressed, and understood in a safe atmosphere. Future research in this area should use more stable theoretical foundations for emotions and transformative learning theory and apply methods that can capture deeper levels of subjective experience.
... Additionally, "emotions are inherently linked to critical reflection" (ibid.) and can even strengthen our ability to critically reflect on our own worldviews (Mälkki 2019). Since, what is worth being reflected on (to me) is not solely a result of objective reasoning but is also due to the affective dimension of any experience (cf. ...
... At the same time, the urgent environmental issues and crises of our time tend to go hand in hand with stressful and unpleasant emotions (Singer-Brodowski et al. 2022, p. 14). This means that, next to being fruitful, "emotions can also hinder critical thinking and block transformative learning, leading to denial or cognitive dissonance" (Mälkki 2019cited in Singer-Brodowski et al. 2022. Therefore, Grund and Singer-Browodski (2020) emphasize the necessity of "emotion-sensitive" approaches in sustainability education. ...
Transformative education for sustainability aims to engage students with environmental issues and concerns in a way that enables them to actively shape the future in terms of a social-ecological transformation. But which solutions and which individual and political actions are appropriate and “sustainable” in areas such as mobility, nutrition, energy supply, urban planning, etc.? In this regard, factual and ethical controversies as well as multifaceted uncertainties exist in science, politics, and society. In the sense of an emancipatory education the one “right” way of individual, collective, and political action can therefore rarely be taught. This educational challenge leads to a different question: How can students be empowered to deal with these uncertainties and to contribute to shaping an ecologically and socially just future? This article aims to answer this question with reference to pedagogical and didactical theory and thus identify guidelines to foster transformative learning in educational contexts.
... While one of the main critiques of Mezirow is that he focused strongly on rational thinking and largely ignored emotional aspects within transformative learning processes (Taylor, 2001), in recent years several studies have theorized the role of emotions in changing meaning perspectives. Mälkki argued that neurobiological dynamics in particular may lead to resistance regarding developing critical reflection because questioning deeply held assumptions represents a risk to the stability of the identity and thereby provokes specific emotions, so-called edge emotions (Mälkki, 2019). She argues that people always want to maintain a certain stability in their identity, and questioning meaning perspectives therefore provokes stress. ...
... When considering adult learners in informal learning environments, reductionist perspectives on individual sustainability solutions or lifestyle changes risk provoking avoidance or denial because learners may feel stressed by the demand that they change their meaning perspectives and by the consequences for their daily actions (Mälkki, 2019). It then becomes less likely that they will enter a process of critical reflection and more likely that they will instead evade the demands posed by the necessity of transformation processes toward sustainability. ...
Transformative learning has become one of the most prominent learning theory in regard to sustainable development. It holds enormous potential for explaining and accompanying learning processes related to processes of transformation for sustainability, especially due to its emphasis on changing meaning perspectives in discussions with others in spaces free of coercion. In addition, it inspires learners and educators to pay particular attention to emotional challenges when they engage in critical thinking. This theoretical paper explores the potential of transformative learning theory by examining informal learning environments where people do not explicitly intend to learn but learning happens en passant or incidentally. It shows the ability of transformative learning theory to explain what can happen on the level of individual learning, organizational learning, learning in multi-professional networks, and learning in transdisciplinary or transformative research cooperation processes. Based on this analysis, recommendations can be derived to stimulate, enable, and accompany transformative learning processes for sustainability.
... Η αξιοποίηση της τέχνης αποτελεί πρόσφορο μέσο στην ανάδυση συναισθημάτων (π.χ. φόβου, θυμού, αγωνίας) ως απαραίτητο στοιχείο για την ανάπτυξη του κριτικού στοχασμού και του μετασχηματισμού δυσλειτουργικών αντιλήψεων (Mälkki, 2019). Όπως επισημαίνει ο Van der Kolk (2014) με βάση τα ευρήματα πολύχρονης έρευνας σε άτομα διαφόρων ηλικιών που είχαν υποστεί τραύμα, η επαφή με την τέχνη του θεάτρου προσφέρεται ως μέσο ανάδυσης βαθιών συναισθημάτων, αλλά και ως μέσο επαναξιολόγησης του τρόπου αντίδρασης των αποδεκτών σε ανάλογες καταστάσεις με αυτές που βιώνουν οι ήρωες του έργου. ...
Στο παρόν άρθρο επιχειρείται να αναδειχθεί το διαχρονικό ζήτημα της συμβίωσης με κριτική ανάλυση μοτίβων της, όπως αυτά αναδύονται στην τραγωδία «Ηλέκτρα» του Ευριπίδη και με διασύνδεση μεταγενέστερων έργων τέχνης, μέσα από μια διδακτική παρέμβαση στην Ομάδα Αυτομόρφωσης της Ε.Ε.Ε.Ε. Αξιοποιείται μέρος της μεθόδου «Μετασχηματίζουσα Μάθηση μέσα από την Αισθητική Εμπειρία» και τεχνικές επεξεργασίας των έργων τέχνης οι οποίες αποσκοπούν στην ενίσχυση ανάδειξης συναισθημάτων, κριτικού στοχασμού και αυτό-στοχασμού των συμμετεχόντων κατά την προσέγγιση της τραγωδίας, τονίζοντας παράλληλα τη σημασία αξιοποίησής της στο εκπαιδευτικό πλαίσιο.
... Erst über den Verlauf von transformativen Lernprozessen (im Sinne einer produktiven Verarbeitung des Lernanlasses) durch den gemeinsamen Diskurs mit Mitlernenden und das Entwickeln neuer Handlungsoptionen und Perspektiven werden positive Emotionen präsenter. Vor allem in der psychologisch fundierten Forschung wird daher zunehmend argumentiert, dass besonders bei Lernanlässen, die emotional als existentiell wahrgenommen werden, transformative Lernprozesse auch blockiert werden können (Mälkki, 2019). Menschen finden dann nicht zu einem Prozess der kritischen Auseinandersetzung mit ihren Bedeutungsperspektiven (Perspektivtransformation), sondern greifen stärker auf Muster der Verleugnung oder Verdrängung zurück (ebd.). ...
Theoretische Explorationen zu einem gesellschaftlichen Lernen im Kontext von Nachhaltigkeit sind noch stark fragmentiert. Zentrale Fragen dahingehend, warum, wer und wie in einem gesellschaftlichen Lernen im Kontext von Nachhaltigkeit lernt, sind noch nicht ausreichend beantwortet. Der Beitrag versucht vor diesem Hintergrund eine Systematisierung von Fragen an ein interdisziplinäres Diskursfeld vorzunehmen. Dabei wird auch eine ungleichheitsbezogene Perspektive auf gesellschaftliche Transformationsprozesse angelegt, um einen Zugriff auf ein Nicht-Lernen im Nachhaltigkeitskontext zu bekommen.
... These critiques are 30 + years old and have been addressed not only by Mezirow himself (1989Mezirow himself ( , 1991bMezirow himself ( , 1992, but also by many scholars in that intervening time. To say, for example, that Mezirow's writings paid only passing attention to emotions, is technically true, but it is misleading in the sense that the literature of transformative learning has been addressing that for decades now (see Carter & Nicolaides, 2023;Mälkki, 2019;Mälkki & Green, 2014;Taylor, 2001). As a scholarly community, we need to move beyond these old critiques, addressing Mezirow and other theories as they have evolved through the contributions of other scholars. ...
... In Basel ist es so, dass der Gewerbeverband zwar grundsätzlich auch daran arbeitet, die gesetzten Ziele -Brodowski et al. 2022, Land et al., 2014Förster et al., 2019). Es sind Zwischenräume, in denen das, was bisher stabil war, fluide wird (Mälkki &andGreen, 2014, p. 8 in Singer-Brodowski et al. 2022 Nachher wurden die 2-er Gruppen eingeladen sich zu Vierergruppen zusammenzuschliessen und zu der ...
Dieser Artikel reflektiert die ersten Erfahrungen des Stimmenlabors Basel, einer partizipativen Veranstaltungsreihe, die das Ziel verfolgt, in Basel (Schweiz) den Diskurs zur Klimagerechtigkeit zu stärken durch gegenseitiges Zuhören, Perspektivenwechsel und gemeinschaftliches Aushalten von Unsicherheit und Nichtwissen. Ausgehend davon, dass die sozialen Herausforderungen, die sich in Hinblick auf & aus den Folgen der Klima-und Biodiversitätskrise ergeben, immens sind und es in diesem Kontext auch zu affektiver Polarisierung kommt, wurde ein Ansatz gesucht, der ganz bewusst das Erleben von "sozialem Kitt" durch persönliche Begegnung und tiefergehenden Austausch ins Zentrum stellt. Dies bewusst in Abgrenzung zur Suche nach konkreten Lösungen und zu Diskursen in abgeschlossenen Echoräumen. Das Stimmenlabor bringt gezielt Akteure zusammen, die sich politisch nicht einig sind, sich normalerweise nicht begegnen und einander dadurch auch nur selten oder nie zuhören (hier konkret: Mitglieder des Gewerbeverbands und Klimaaktivist:innen). Die dialogische Begegnung dieser unterschiedlich denkenden Bevölkerungsgruppen wird mit dem Ziel angestrebt, die Empathie für die Anliegen und legitimen Wünsche, Hoffnungen, Ängste, Bedürfnisse zu wecken und zu vergrössern. Als Ort des potentiellen transformativen kollektiven Lernens bietet das Stimmenlabor einen Raum für unterschiedliche, divergierende Meinungen und verschieden empfundene Herausforderungen. In dieser Analyse werden die zentralen Aspekte des Laborkonzepts beleuchtet. Dieser Artikel konzentriert sich auf die Ebene der Prozessgestaltung, in welcher es darum ging, individuelle und kollektive liminale Räume, also Übergangsräume zu öffnen, in denen Empathie und Perspektivwechsel durch Begegnung und Gespräch ermöglicht werden sollen. Er untersucht einerseits das Projektteam, in dem bereits beide Parteien vertreten sind und somit auch gegenläufige Positionen bezüglich Klimagerechtigkeit, vertrauens-und respektvoll zusammenarbeiten. Andererseits konzentriert es sich auf die Gestaltung des dialogischen Zusammenkommens. Hierbei insbesondere auch auf die Momente, die einen Raum des inneren Berührtwerdens ermöglichen. Ein weiterer Schwerpunkt liegt auf dem Beitrag des Stimmenlabors zur Schaffung von resonanz-und beziehungsorientierten Ansätzen der Nachhaltigkeit. Der Artikel baut auf Ansätzen kollektiven transformativen Lernens auf. Es untersucht, wie solche Ansätze im Rahmen von Reallaboren,
... As reflective practitioners, we build on our own experience in co-holding spaces for TL, where 'edge emotions' (Mälkki, 2019) are often a portal to enter a liminal space. Liminal spaces are places of being with not knowing, disorientation, and uncertainty. ...
Transformative learning (TL) has evolved beyond its educational roots to address contemporary societal challenges. Now applied beyond formal education, TL emerges from societal dialogue amid current crises. This paper advocates for a transdisciplinary approach to TL, emphasising the importance of co-holding and co-navigating collective liminal spaces. It calls for an onto-epistemological shift among practitioners to facilitate paradigm change. The paper, drawing on the case of the WorldEthicForum, applies a Critical Incident approach and explores prerequisites for navigating collective TL spaces, emphasising the importance of creating safe enough environments for transformative experiences. Emotions such as fear and awe can initiate liminal spaces that require attentive process stewardship and inclusive leadership. Nurturing environments that encourage courageous participation and holding uncertainty can catalyse a profound shift in a group towards becoming a collective body, preparing the ground for larger shifts and societal transformation.
... Creating "Safe Enough" spaces, as advocated by Singer-Brodowski et al. (2022), is crucial for people to live through their edge emotions (Mälkki, 2019) and allow for the emergence of new meaning perspectives. TL intersects with disciplines like action research and design, reflecting its transdisciplinary nature and is more and more applied also beyond formal learning spaces (Singer-Brodowski, 2023). ...
... Reflektion tavoitteena on oppia ymmärtämään, miten oma henkilökohtainen ajatusmaailma on muotoutunut ympäröivän kulttuurin, kasvuympäristön ja yhteiskunnallisten valtarakenteiden vaikutuksesta ja sitä opitaan tarkastelemaan kriittisesti. (Mälkki, 2019). ...
Tämä julkaisu on vastaus Elinikäisen ohjauksen kansallisen strategian 2020–2023 (Valtioneuvosto, 2020a) esittämään tarpeeseen laatia kansalliset ohjausalan osaamiskuvaukset. Julkaisu perustuu kattavaan kirjallisuuskatsaukseen ja laajaan yhteiskehittämisprosessiin, johon osallistui useita satoja ohjausalan ammattilaisia ja asiantuntijoita eri puolilta Suomea. Näiden kuvausten pohjalta Kettunen ym. (2023) ovat laatineet arviointilomakkeet, jotka on suunniteltu ammattilaisten ja organisaatioiden käyttöön. Osaamiskuvausten laatimisen taustalla oleva hanke on kuvattu yksityiskohtaisesti erillisessä raportissa (Vuorinen ym., 2023). Osaamiskuvausesitys on laadittu osana työ- ja elinkeinoministeriön ja ELY-keskusten sekä TE-toimistojen kehittämis- ja hallintokeskuksen (KEHA-keskus) koordinoimaa valtakunnallista elinikäisen ohjauksen kehittämishankekokonaisuutta, jota rahoitetaan EU:n elpymis- ja palautumistukivälineellä. Liittyy julkaisuun : Kettunen, J., Vuorinen, R., Kasurinen, H., Kukkaneva, E. & Ruusuvirta-Uuksulainen, O. (2023). Ohjausalan ammattilaisten osaamiskuvaukset : arviointilomakkeet. Koulutuksen tutkimuslaitos, Raportteja ja työpapereita.7. Jyväskylän yliopisto, Koulutuksen tutkimuslaitos. URN: URN:ISBN:978-951-39-9818-9 </b
... For example, angst and confusion signal that travelers are experiencing a disorienting dilemma in which their established views are challenged by an experience (Brown, 2009). The transformative learning theory notably lacks a deeper understanding of emotions' role in facilitating the learning process, such as information retention and analyzing cues (Mälkki, 2019). Considering these gaps, we posit that emotional intelligence can be a valuable concept with which to expand the transformative learning theory because of its emphasis on the ways individuals can use emotions to manage social interactions, develop cognitive approaches, prioritize thoughts, and facilitate reasoning to solve challenges (Prentice, 2020). ...
... As Mezirow (1978) establishes, most adults confront disorienting dilemmas, such as job loss or graduation from university, at some point in their lives, which threaten their sense of coherence and continuity and evoke edge emotions that emerge at the borders of people's comfort zones (Mälkki, 2019). Unlike apparently close notions within the career domain, such as career indecision (i.e., the "emergence of problems during the career decision-making process," Fabio et al., 2013 p. 43), Mezirow's concept of disorienting dilemmas refers, more broadly, to challenges or crises, with some being more dramatic than others. ...
Noting the lack of in-depth insights into the role of emotions and the malleability of affective dispositions for career development, the current research adopts a single case study approach, involving an employment initiative, to elicit conscious and unconscious emotions and beliefs of participants who are not in employment, education, or training (NEETs). Using Zaltman metaphor elicitation technique (ZMET), which involves in-depth, semi-structured interviews and images, the authors determine that comfort emotions represent necessary conditions, acting as filters that alter mental representations of the world, evoke a process of perspective transformation, and ultimately induce new beliefs and individual emancipation. This research contributes to career development literature and redefines career helpers as agents of change who should recognize and harness emotions for assisting NEETs who must navigate complex, unique career environments.
... The result of this development was twofold. On one hand, Mezirow's initial theoretical concept was enriched and expanded with regard to important aspects underdeveloped in his work, such as the role of emotions in transformative learning (e.g., Mälkki, 2019);the unconscious learning processes (e.g., Dirkx, 2012a); the connection between transformative learning and Frankfurt School's perspective (e.g., Fleming, 2022);exploiting the contribution of neurobiology (e.g., Taylor and Marienau, 2016); interconnecting individual and social transformation (e.g., Finnegan, 2019); the transformative function of artistic expression (e.g., Laurence, 2012),etc. On the other hand, however, the continuous emergence of new, often unconnected to each other, approaches, caused fragmentations and inconsistency in the developing field, as well as confusion as to its precepts and constituent components. ...
Τhe first part of the present Introduction to Mezirow’s translated book outlines the formulation process of his theory, and the second Part presents its constituent components. The third part discusses the relationship between Transformation Theory and “transformative learning theory” and puts forward the opinion that the former constitutes a focal point of reference within the wider theoretical field of transformative learning, which includes diverse conceptualizations. In the last two parts, a reference is made to the book’s translation and suggestions are offered as to the creative and critical approach to its content.
... Within this culture, individuals learned to value their time and energy and to pick their battles, develop a thick skin, and become more selfreliant. Our findings on the role of emotion in transformative learning resonate with the literature (Dirkx, 2006;English & Irving, 2012;Mälkki, 2019). Sarah now takes "one step back so that [she's] not as [emotionally] involved." ...
Like other workplaces, bullying occurs in academia. Additionally, women report more frequent and severe forms of bullying than men. The purpose of this qualitative study was to unearth women academics' learning because of being bullied. We discuss the learning context and explore the learning that occurred. Understanding these factors can augment the literature on bullying in academia. As a result of being bullied, women fundamentally changed their perceptions of themselves, others, their respective institutions, and their priorities. This study reveals how women can gain skills and have negative and positive changes in worldview. We offer practical suggestions for faculty, administrators, and institutions to promote learning from the experience of being bullied.
... What seemed to favour reflection in developers was the way they recognised and actively engaged with the unpleasant 'edge-emotions' (Mälkki, 2019) that they encountered when their meaning-making structures were challenged. This seems to confirm Mälkki's findings on the role of edge-emotions as a pathway to critical reflection and ultimately transformative learning (Mälkki, 2019b). It also expands on Mälkki's theory of edge-emotions by suggesting that participants were able to navigate the discomfort of edge-emotions by first recognising the edge-emotion as an opportunity instead of a threat and then actively choosing to temper the unpleasantness by accessing another, more positive, emotion such as curiosity. ...
In a world rife with disruption leaders are tackling challenges of exponentially growing complexity. Supporting leaders’ capability to lead in disruption requires a radical evolution of leadership education: from knowledge transfer (horizontal development) to fostering psychological maturity (vertical development). This study explored the mechanisms of vertical development at the latest stages of consciousness and their implications for leadership learning and program design.
The study tracked the lived experience of consciousness transformation of 35 senior leaders going through a developmental learning program over six months. The methodology included pre/post vertical development stage assessment, weekly diary entries, researcher observation, in-depth interviews, and peer feedback. Participants were grouped into two main categories according to their vertical progression (labelled ‘developers’), stagnation, or regression (collectively labelled ‘non-developers) post-program.
The most significant finding was that developers were more aware of, and more proactive in responding to, emotional discomfort through the program than non-developers. When faced with disorienting dilemmas that triggered unpleasant 'edge-emotions' – such as fear, anxiety or confusion - developers chose to reframe these emotions as opportunities for growth. Consequently, they welcomed discomfort instead of avoiding it. They purposefully tempered their negative emotions by accessing a contrasting, more positive emotion, such as curiosity. Thus, they built a Contrasting Emotions Space (CES) for themselves, which allowed them to sustain the disequilibrium, actively engage in critical reflection, construct new meaning and experiment with new behaviours outside the program. This in turn allowed developers to not only develop into higher stages of psychological maturity, but to actively change behaviours as a result of the program – they tended to appreciate ELP more than their peers because it was challenging and took them out of their comfort zone.
By contrast, non-developers tended to reject the unpleasantness of edge-emotions and the learning experiences that triggered them. They did not seem to gain the same benefits from critical reflection, nor demonstrate subsequent vertical growth. They tended to judge aspects of the program they didn’t like, finding it more stressful, tiring and overall harder to navigate. They were also much less likely to actively experiment or take risks with new behaviours outside the program.
This finding resulted in the ‘Contrasting Emotions Space’ (CES) Theory of Vertical Development, which expands on previously cognitive-focused theories of consciousness transformation and specifically accounts for the role of emotions in the process of vertical development. This opens the door for a new understanding of the role of discomfort in transformative learning, with implications for leadership development, coaching or training program design.
The study also resulted in an empirical framework of vertical program design principles, which both support and build on previous models. The framework includes: creating psychologically safe holding environments; providing disorienting experiences; purposefully creating and utilising the Contrasting Emotions Space; facilitating inquiry and critical reflection and experimenting with new behaviours in the real world. The study also revealed five key principles for building and fostering developmentally effective peer-learning groups: diversity, similarity, mutual challenge, mutual support, and consistency in engaging with each other.
These findings inform both extant theory and practice and open new avenues for research in the field of vertical development of leaders. From a theoretical perspective, they show that transformative learning could foster vertical development if the complex emotions elicited by disorienting dilemmas are recognised and actively managed. This challenges the strong focus on cognitive processes of extant research and suggests that emotional management plays a key role both in transformative learning and in vertical development. From a practical perspective, this study opens new design opportunities for future leadership programs, including the opportunity to teach participants how to recognise and navigate the contrasting emotions space and how to maximise the developmental impact of their peer-group work. This study also opens new questions, particularly on the mechanisms of fallback that predominantly affect post-conventional leaders and how this phenomenon could be mitigated during an ELP.
... Indeed, feelings and emotions are a fundamental part of learning. It has been stated that when learners reflect on and analyze new and broader views and approaches, they need to deal with uncomfortable feelings [44]. Furthermore, Holmes and O'Neill [25], in their study of how students acquired and evaluated intercultural competence over a six-week period with a previously unknown "cultural Other," point out that "developing intercultural competence encompasses processes of acknowledging reluctance and fear, foregrounding and questioning stereotypes, monitoring feelings and emotions, working through confusion, and grappling with complexity" (p. ...
The fields of intercultural communication (IC) and intercultural education are in flux and the paradigmatic shift is away from essentialist approaches on culture and interculturality towards seeing IC and interculturality as flexible, fluid, contradictory, political, and ideological constructs. This study presents a virtual exchange project, a joint introductory course on IC between a Finnish university and a French university. One of the objectives of the course was to provide students with a more critical, non-essentialist perspective on interculturality. This study presents an analysis of 32 students’ texts (learning logs) that are processed qualitatively using content analysis to find answers to questions of (1) how students make sense of their experience of learning IC through multilingual online interactions, and (2) how different approaches on culture and interculturality are reflected in students’ leaning logs. The learning logs are written by participants during their six-week learning experience. The findings indicate that students gained confidence in interacting with people from diverse backgrounds and using multiple languages. How students reacted to and reflected on the more critical perspective on interculturality varied greatly, with many learning logs seeming to juggle between different approaches. The online environment was considered a major source of concern prior and at the beginning of the course, but as the course progressed it did not represent a barrier within the documented experiences. Our analysis aims to help teachers of IC to better address the needs of different learners. We also discuss the challenges and possibilities of a multilingual intercultural virtual exchange with a view to creating safe and motivating spaces for teaching and learning about interculturality.
... One reason why learners resist reflecting on such perspectives can be explained by self-preservation. In her theory of edge-emotions, Mälkki (2019) explains that unpleasant emotions such as fear, anxiety, or anger arise when our assumptions are being challenged. Those reactions are rooted in the biology of emotions and cognitive functions of human beings. ...
Globalization has transformed local contexts through increasing intercultural and intergroup contact across geographical distance. Such transformations have disrupted the traditional sociocultural order and made people’s sense of self and belonging more uncertain and negotiable. In contemporary societies, people are reacting to the growing sociocultural uncertainty and diversity, as well as to new cultural interactions and negotiations. While such reactions to globalization can initiate positive outcomes such as creativity and global unification, they can also challenge the individual’s sense of self and belonging. That is, accelerating intercultural and intergroup contact can cause exclusionary reactions to globalization in various sociocultural contexts. Moreover, the globalized disruption of the existing social hierarchy and belief system can lead to political polarization and intergroup conflict, motivating extremism as a defensive reaction to preserve one’s religious, cultural, and ethnic purity. Most defensive reactions to globalization are characterized by an essentialist understanding of a prescriptive ideal life and society. Such perceptions are evolving around an ethnic-centered point of view, among both majority and minority groups, and driven by experiences of globalization-based fear and contextual insecurity. Overall, globalization can initiate radicalized defensive reactions to perceived threats to one’s privileges as well as to ethnic, religious, and cultural identity.
... One reason why learners resist reflecting on such perspectives can be explained by self-preservation. In her theory of edge-emotions, Mälkki (2019) explains that unpleasant emotions such as fear, anxiety, or anger arise when our assumptions are being challenged. Those reactions are rooted in the biology of emotions and cognitive functions of human beings. ...
In light of the movement to decolonize universities, the aim of educating global citizens should become a future orientation in internationalization practices and study abroad programs of universities. Studying abroad is a global phenomenon that has increased over the last decades. Making international contacts contributes to global citizenship identity. Global Citizenship Education (GCE) aims at empowering learners to make ethical decisions and take responsible actions to face and resolve global challenges. It enables learners to develop a global mindset that encompasses justice motivations, reflective, critical and relational metacognitive capabilities, and sustainability-oriented practices.The normative orientation of this educational concept is guided by values such as non-discrimination, respect for diversity, solidarity for humanity and global social justice. In this way, GCE offers an opposite horizon towards dominating neoliberal perspectives of the internationalization processes of universities. This chapter seeks to engage conceptually with the potential of study abroad for building global citizenship. Of particular interest is the process of global citizen learning of international students. Utilizing social identity theory and transformative learning opens a new theoretical view on how international students develop global citizenship.
... Dix, for example, argues that "Mezirow unduly restricts the scope of his definition and model of transformative learning by bringing to them unrealistically narrow conceptions of intelligence, rationality, thought, and reflective judgment" (Dix, 2016), p. 140). For example, Mälkki (2010Mälkki ( , 2012Mälkki ( , 2019 has highlighted the role that emotions play in critical reflection. One important aspect of this is how emotions may constrain critical reflection by guiding one's learning away from discomfort to one's comfort zones. ...
How does critical reflection happen? And what circumstances influence the forms critical reflection takes and the issues it comes to address? Recent contributions suggest that we should pay greater attention to the ways social conditions and other factors affect what people reflect upon and how. Examining John Dewey’s perspective on the relationship between practical engagement, objects of knowledge, and democracy, this article develops a relational perspective. Dewey significantly affected how Jack Mezirow theorized transformative learning. But Mezirow’s theory is less attentive to the roles played by particular contextual features, such as structural circumstances, ideas and theories, and individuals’understanding and responses to diverse ways of viewing things and thinking. Rereading Dewey, this article suggests that these subtle features, or subtle “frames of reference,” help construct reflection. Consequently, to deepen critical reflection, these subtle features need to become accessible to people as additional objects of knowledge on which they may reflect.
... At the same time, newer developments in TL-theory (Schlattner 2021 in press, Mälkki 2019) and the neurophysiological based polyvagal theory (Porges 2014) show that emotions are crucial for TL and help to better understand, which somatic-emotional reactions people experience when facing challenges and leaving their old and stable meaning perspective and entering a 'liminal space' before reaching a new one (Förster et al. 2019, Mälkki 2019, Taylor 2017. ...
... In Mezirow's view, critical refection, critical self-reflection, and conscientization (Freire, 2018) are essential to transformative learning. As are development and growth to Daloz (1999) and Kegan (2000), individuation to Boyd (1988), categories of consciousness as described by Gunnlaugson (2007) and edge emotions for Mälkki (2010Mälkki ( , 2019. These authors represent variations on subject of reflection and the fluid nature of essential features that may lead to transformation. ...
This opening chapter reflects on the language and the vocabulary that are currently employed about the discourse of transformative learning in attempting to generate new insights. What would new vocabularies include that could trouble how to transform ourselves, our communities, our fields of research, our ways of living together, and our attempt of co-creating a new, more just society? We decided to study the phenomenon of transformation, instead of transformative learning, as a passageway that might allow us to explore yet unfamiliar territories. The chapter is structured along four entangled provocations: multiple perspectives on transformation; generating conditions for transformation; (un)known discourses on transformation; and challenges and emerging futures for transformation.
... Several major learning theories describe the learning potential of orchestrating experiences in which students are actively, bodily, and emotionally engaged in authentic learning situations that disrupt their habitual assumptions and world views, producing cognitive dissonance, that is, "psychological discomfort that arises from inconsistencies in beliefs, expectations, or experiences" (Festinger, 1957). Such dissonance is thought to trigger emotions that induce reflection and open students to new insights and possibilities for action (Allen & Young, 1997;Dewey, 2005;Kolb & Kolb, 2005;Mälkki & Green, 2014;Mezirow, 1994Mezirow, , 2008 but is also often an uneasy experience involving discomfort, resistance and difficult emotions like anxiety, fear or anger as students are moved out of their "comfort zones" (Mälkki, 2019). For instance, Piaget's (1970) theory of cognitive development posits that when learners encounter new information that cannot be explained using their existing schemas, this has a destabilizing effect, leading to an experience of disequilibrium that ultimately compels them to modify or change their schemas in order to return to equilibrium. ...
Students wishing to pursue careers in international business, notably in the developing world, must be prepared for complex, unpredictable, uncomfortable, and messy realities, and to collaborate with others very different from themselves. Mainstream business school learning environments are generally highly structured, cognitively oriented, predictable and hence not particularly conducive to orchestrating the disruptive experiences that can develop such abilities. In this article, we show how a field-based course in an East African country can support such learning. Based on data gathered from students over several iterations of the field course, we draw on experiential learning theory (ELT) in showing how the top-down orchestration of the course constituted a learning space that produced three main types of disruption to students’ taken-for-granted habits and assumptions, namely: intense sensory impressions and sensations, loss of predictability and control, and learning interdependency on others. Students had to “bottom-up” manage these disruptions while conducting a group assignment with local students, to a tight deadline, producing “dissonances”—feelings of discomfort—that triggered the ELT cycle. Our findings show that such disruptions can foster learning of the abovementioned abilities; and we suggest ways in which such learning spaces might be created closer to home than East Africa.
... In this context, a sustainable transformation of one's own orientations and competencies presupposes that the encounter with other ways of shaping and enduring the world can be designed in emotionally moving and destabilizing ways (e.g., Erpenbeck, 2018;Erpenbeck & Sauter, 2019;Mezirow & Taylor, 2009;Mälkki, 2019;Morris, 2020;Taylor & Cranton, 2012, 2013. Thereby, value orientations come into play that support the bridging of missing knowledge and help to shape action. ...
Referring to the European and especially the German education system, this article first identifies that both forms of governance in educational systems as well as pedagogical professionalization have fallen behind. We present new proposals for a substantive and evidence-based reinterpretation and reshaping of what education is and can be and how educational systems can be changed. In order to address these shortcomings, we follow suggestions of a systemic-constructivist pedagogy, and highlight concrete strategies and starting points of an awareness-based system change in the field of educational system development are pointed out. This attempt to not only rethink education, but also to shape it, is based on a critical analysis of the often stagnant internal educational reforms, and the concepts and routines that characterize these stagnant reforms. We hypothesize that, in order to break free from this stagnation, a continuous self-transforming subjectivity of the responsible actors is necessary. This explanatory framework is extended in this article to the figure of the ”reflexible person” (Arnold, 2019a), whose main characteristic is reflexibility, in the sense of being reflexive as well as flexible. The reflexible person possesses practiced and strengthened competencies for observation and reflection including of the self, as well as reinterpretation and transformation. These competences are substantiated and specified as prerequisites and effective conditions for an awareness-based system change in educational systems. In addition, possible ways of promoting and developing them are pointed out.
... In this context, a sustainable transformation of one's own orientations and competencies presupposes that the encounter with other ways of shaping and enduring the world can be designed in emotionally moving and destabilizing ways (e.g., Erpenbeck, 2018;Erpenbeck & Sauter, 2019;Mezirow & Taylor, 2009;Mälkki, 2019;Morris, 2020;Taylor & Cranton, 2012, 2013. Thereby, value orientations come into play that support the bridging of missing knowledge and help to shape action. ...
This paper presents a craft in experiential teaching and an experiment in embodied learning for peacebuilders and change-makers. The theories, practices and experiments are part of the postgraduate course in Peace of Mind. The intention is to invite the reader to see experiential learning and awareness-based practices as a tool that enables a possibility to evolve our humanness. Interdisciplinary abstract methodologies from Indigenous and phenomenological philosophies support the argument that granular and qualitative knowledge emerges through the embodiment of human expression. It addresses the concept of fragmentation of the self, the importance to pause to give voice to knowledge that words cannot convey. Through the arts, the paper shows non-linear forms of communication with visual experiments. The purpose of this collaborative work is in the craft, in the process, and beyond the authorship.
Due to a change in higher education and adult education ideas and practices globally that have become more learner-centered, higher education is undergoing a transformation at a rate never before seen. Education has also evolved into a lifetime endeavor as the importance of higher education and adult learning has grown. In light of the fact that it offers guidance on how people can find purpose in their lives, transformative learning theory has a prominent position in higher education and adult education. By critically examining their presumptions and expectations and updating them to support higher education students' successful learning, educators can transform their theory and practice of instruction through active and transformative learning. Adapting to the changing capacities brought on by digitization, technological advancements, growing technological connectivity, global market expansion, mobility and migration, and workplace diversity is becoming more and more difficult for higher education institutions. The idea of active and transformative learning and transformative learning strategies are discussed in detail in this chapter to help readers understand their importance and function in effective teaching and learning in the transforming world of higher education. This chapter's major contribution to Active and Transformative Learning: Digital Transformation in Education is the provision of a comprehensive guide and strategy on how to successfully incorporate digital technologies into the teaching and learning process in order to improve student engagement, knowledge acquisition, and the growth of critical thinking skills.
Global challenges such as increasing CO2 emissions, social injustices or rising sea levels are characterized by multiple complexities. Not only are they closely interrelated, but corresponding actions regarding these challenges also have different consequences depending on the perspective. Dealing responsibly with these complexities requires specific competencies. This paper first elaborates the characteristics of these global challenges before analyzing which competencies are necessary for sustainable decisions and actions. Subsequently, some aspects are outlined that support the promotion of these competencies especially in the teaching context.KeywordsEducation for sustainable development (ESD)CompetenciesGlobal challengesComplexity
This volume contributes to a reflective perspective on dilemmas in research on and the implementation of sustainable development. Its contributions develop reflective perspectives on what can be considered dilemmas in relation to sustainability, what other forms of contradictions sustainability research encounters and how they can be dealt with. Empirical case studies cover subject areas such as urban planning, law, bioeconomy and medicine, investigating specific conflicts, contradictions and tensions that harbour the potential for dilemmas. Finally, the book discusses any challenges for academia and research in this field arising in theory, research practice and research funding.
This volume contributes to a reflective perspective on dilemmas in research on and the implementation of sustainable development. Its contributions develop reflective perspectives on what can be considered dilemmas in relation to sustainability, what other forms of contradictions sustainability research encounters and how they can be dealt with. Empirical case studies cover subject areas such as urban planning, law, bioeconomy and medicine, investigating specific conflicts, contradictions and tensions that harbour the potential for dilemmas. Finally, the book discusses any challenges for academia and research in this field arising in theory, research practice and research funding. With contributions by Sophie Berg | Matthias Bergmann | Markus P. Beham | Claudia Bozzaro | Holli Gruber | Saskia Grüßel | Armin Grunwald | Gerhard de Haan | Anna Henkel | Jana Holz | Thomas Jahn | Nicole C. Karafyllis | Philip Koch | Sarah Kessler | Dominik Koesling | Henrike Rau | Dimitri Mader | Ann-Kristin Müller | Georg Müller-Christ | Stephan Lorenz | Laura Scheler | Bernd Siebenhüner | Mandy Singer-Brodowski | Karsten Speck | Stefan Staehle | Sebastian Suttner | Jörn Zitta | Daniel-Pascal Zorn.
Critical theory and transformative learning are constantly evolving. Critiques of Mezirow’s work are better understood and addressed by engaging with current critical theorists—Jürgen Habermas, Axel Honneth, and Oskar Negt. This chapter explores how their evolving theories help address some of the critiques of transformation theory and further enhance its development. This chapter mentions the intersubjectivity underpinning critical reflection (Habermas); mentions the theory of recognition and a reconstruction of emancipation (Honneth); and explores in greater detail the implications of the dialectical nature of experience for learning and social change (Negt). This chapter progresses the project of developing a critical theory of transformative learning.
Proceedings of 14th International Transformative Learning Conference. Transformative learning is the process by which we call into question our taken for granted frames of reference to
make them more inclusive, discriminating, open, and reflective so that they may generate beliefs and opinions
that will prove more justified as a guide for action. Although this definition of transformative learning originates
from Jack Mezirow’s theory of adult learning, this Association embraces the wide array of disciplines that explore
learning that cultivates fundamental change in human systems—individual or collective—in how they perceive
themselves and take action in the world.
This update to Mezirow's Transformative Learning theory seeks to advance Mälkki's enhancement to the emotional dimension in phase one—the disorienting dilemma—by proposing the need for a complete grief process (as theorized by Kübler‐Ross), to support movement from Mälkki's conceptualization of “edge‐emotions” to a “comfort zone,” thus removing a barrier to a successful transition to phase two and three—self‐reflection and critical reflection—the latter considered essential to the transformative learning process. The authors also seek to stimulate new thinking about this topic in the literature; catalyze future empirical studies focusing on barriers, microprocesses, and phasic transitions of Mezirow's theory; and identify adaptive strategies to facilitate the transformative learning process.
Objectives
The aim of this study is to evaluate the integrated transformative learning theory and quantitative measurement model developed by Stuckey and colleagues in 2013.
Methods
The Transformative Leaning Survey (TLS) was administered as a cross‐sectional web survey to 467 respondents recruited from a variety of sources. The questionnaire includes four transformative learning outcome measures (acting differently, deeper self‐awareness, holding more open perspectives, experiencing a deep shift in worldview) and 14 transformative learning process measures in three domains (extra‐rational, rational, social critique).
Results
The majority of respondents were female (73.7 percent), white (70.7 percent), with a graduate degree (57.2 percent), and professional employment (56.1 percent); the median age was 35–44. Reliabilities (alpha) of TLS scales ranged from 0.68 to 0.91 (median = 0.78). Multivariate regression identified two rational process factors (Action, Disorienting Dilemma) and two social critique process factors (Empowerment, Unveiling Oppression) that had significant ( p < 0.05) positive independent associations with multiple transformative learning outcome measures; no extra‐rational process measures were significant.
Conclusions
This study replicates, validates, and extends the development of the Transformative Leaning Survey and advances transformative learning theory by identifying drivers of transformative learning outcomes. Further quantitative, qualitative, and mixed method research on transformative learning is needed.
Das vorliegende Diskussionspapier stellt theoretische Perspektiven auf ein Lernen in sozial-ökologischen Transformationsprozessen in den Mittelpunkt und liefert hierfür eine kompakte Darstellung bestehender einschlägiger Diskurse um Bildung für nachhaltige Entwicklung (BNE), Service Learning, transformatives Lernen und soziale Innovationen. Zentraler Bezugsrahmen ist dabei die transformative Lerntheorie, die erklärt, wie Menschen tiefgreifende Veränderungen ihrer Bedeutungsperspektiven entwickeln und Reflexivität vertiefen. Basierend auf den empirischen Ergebnissen des zu Grunde liegenden Forschungsvorhabens werden zudem Empfehlungen abgegeben, wie Umwelt- und Bildungspolitik Lernen im Kontext sozial-ökologischer Transformationsprozesse unterstützen können. Sie werben für partizipative und handlungsorientierte Lernformen, wo die Stärkung der (Selbst-)Reflexionsfähigkeit, das Verstehen sozial-ökologischer Zusammenhänge und das kritische Hinterfragen vorherrschender gesellschaftlicher Grundannahmen wesentliche Lernziele sind.
The field of adult education has been enriched by significant contributionsfrom Paulo Freire and Jack Mezirow. Both have contributed from within thefield and wrote for the field of adult education. Mezirow’s theory grew out ofan empirical study of women returning to college. Its impact is due to the wayit speaks directly to the experiences of students who identify with Mezirow’sunderstanding of adult learning. Mezirow was careful to ground his theory onthe theoretical ideas of Freire and Dewey. From Jürgen Habermas he borrowed theconcepts of critical reflection, emancipatory learning, and the kinds of discussions(discourses) that were part of the pedagogical process leading to transformative
Open access: https://urn.fi/URN:ISBN:978-952-03-2287-8.
The study-skill guide Pocket Tutor helps to build a launch pad of study skills that will catapult you into the universe of academic thinking. The universe of thinking is born of the ability to give up prevalent thought patterns and self-evidences. To let go of these, one needs criticality and creativity, which are strengthened by wise utilisation of research-based information. The Pocket Tutor leads the way to these matters. In the universe of thinking, it is possible to break free from gravity – the thought patterns prevalent in society. Taking a clear break from traditional views from time to time helps in identifying issues that require development, as well as those that need to be strengthened.
The Pocket Tutor encourages you in learning and supports you in examining your own thinking. It helps in entering and coping with the academic world, and aims to foster human tendencies in academic culture. The guide deals with the study skills and building blocks of expertise that are continuously needed over the course of university studies, but whose development is only rarely supported. The themes include thinking skills, theory and practice, reflection skills, co-operation skills, writing skills, development of professional identity and expertise, emotional skills, and creativity. The themes are considered both scientifically and from a student’s point-of-view. Supported by illustrations, the Pocket Tutor is simultaneously gently approachable, strictly scientific, and concretising in a practical way. This Pocket Tutor has been aimed at students of educational sciences. A large portion of the content, however, concerns general study skills, and is therefore suitable for students of other fields, too.
How can we make better decisions to solve complex problems? How can we reach for unseen ideas and inventions? A sustainable and coherent future is embedded in coherent decision making, successful problem solving and radical innovating. Solving the seemingly impossible and creating something outside of our current imagination cannot be reached just with novel combinations of existing components. We must exceed the known. Often, we do not realize that current problem scoping narrows down possible future solutions. We ignore the potentials we consider impossible. However, there is a vast untapped potential of the human mind. Studies made with creative and highly intuitive individuals show that the boundaries of the mind can be surpassed for example through intentional intuiting. Intentional intuiting opens new ways to acquire information, recognize meaningful outliers and enhance creativity. People who can leverage intuiting and resilient thinking create a head start compared with analytical thinkers. These types of skills are trainable and can work as drivers for the sustainable wellbeing of future societies.
p>In this paper we look into the conditions in which dialogue could be utilized to facilitate transformative learning and reflection. We explore the notion of a safe and accepting learning environment from the relational and phenomenological viewpoint, and analyze what it actually means and how it may be developed. We understand facilitating conditions as an inseparable aspect of the learning process similarly to the way a greenhouse supplies right conditions to facilitate the growth of the plant. Similarly as the ground, warmth and light play their essential roles in the growing of the plant, in our paper we offer conceptual tools to understand the dynamics of safe and accepting learning environment in facilitating the processes of reflection and transformative learning.</p
This article explores the role of emotion in teaching about social issues in higher education. We draw and expand upon Boler's notion of a ‘Pedagogy of Discomfort’, Goodman's and Curry-Steven's concept of a ‘Pedagogy for the Privileged', and on Freire's idea of a ‘Pedagogy of Hope', in reflecting on our own experiences in teaching a graduate-level course on social movement learning. We argue for the importance of further sociological theorisation of the role of emotion in teaching and learning in higher education, and acknowledge the challenges a Pedagogy of Emotion present to those teaching in the social sciences at the post-secondary level.
The scholarship about transformative learning theory has continued to grow exponentially, although much of the research is redundant with a deterministic emphasis while overlooking the need for more in-depth theoretical analysis.Explanations for this oversight are numerous, including a failure to ground research in primary sources, an over-reliance on literature reviews of transformative learning, lack of critique of original research; marginal engagement in positivist and critical research paradigms, and a lack of involvement in transformative learning by European adult education scholars. In order to stimulate theoretical development, this paper discusses five specific issues that will hopefully provoke further discussion and research. They include the role of experience, empathy, the desire to change, the theory's inherently positive orientation, and the need for research involving positivist and critical approaches.
This study elaborates on how a disorienting dilemma, a life-event crisis, may trigger reflection. The study comprised an analysis of interviews with involuntarily childless women, who were in the process of negotiating emotionally chaotic experiences. The implications for Jack Mezirow’s theory of transformative learning are explored. Compared with the more often discussed role of reflection in facilitated contexts, the analysis shows differences in the role of reflection in this nonfacilitated context, where it appears to enable meaning making in a chaotic situation that was not understandable from within existing meaning frameworks. Furthermore, disorienting dilemmas are manifested in various emotional experiences, indicating that one’s relation to these emotions—as opposed to the nature of the emotion—becomes essential with regard to triggering reflection. Last, the social dimension appears as a second-wave trigger of reflection, as one’s changed assumptions are found to collide with views of significant others.
ABSTRACT— Recent advances in neuroscience are highlighting connections between emotion, social functioning, and decision making that have the potential to revolutionize our understanding of the role of affect in education. In particular, the neurobiological evidence suggests that the aspects of cognition that we recruit most heavily in schools, namely learning, attention, memory, decision making, and social functioning, are both profoundly affected by and subsumed within the processes of emotion; we call these aspects emotional thought. Moreover, the evidence from brain-damaged patients suggests the hypothesis that emotion-related processes are required for skills and knowledge to be transferred from the structured school environment to real-world decision making because they provide an emotional rudder to guide judgment and action. Taken together, the evidence we present sketches an account of the neurobiological underpinnings of morality, creativity, and culture, all topics of critical importance to education. Our hope is that a better understanding of the neurobiological relationships between these constructs will provide a new basis for innovation in the design of learning environments.
How We Learn deals with the fundamental issues of the processes of learning, critically assessing different types of learning and obstacles to learning. It also considers a broad range of other important questions in relation to learning such as: • modern research into learning and brain functions • self-perception, motivation and competence development • teaching, intelligence and learning style • learning in relation to gender and life age. The book provides a comprehensive introduction to both traditional learning theory and the newest international research into learning processes, while at the same time being an innovative contribution to a new and more holistic understanding of learning including discussion on school-based learning, net-based learning, workplace learning and educational politics. How We Learn examines all the key factors that help to create a holistic understanding of what learning actually is and why and how learning and non-learning take place. It is also however a refreshing and thought-provoking piece of scholarly work as it adds new research material, new understandings and new points of view. © 1999, 2006 Roskilde University Press; 2007 Knud Illeris. All rights reserved.
While contemplative practices have emerged from wisdom-traditions, the rhetoric surrounding their justification in contemporary public educational settings has been substantially undergirded by the scientific evidence-based approach. This article finds the practice and construct of ‘attention’ to be the bridge between this peculiar encounter of science and wisdom traditions, and a vantage point from which we can re-examine the scope and practice of ‘education’. The article develops an educational typology based on ‘attention’ as a curricular deliberation point. Every pedagogical act rides over a meta-pedagogical injunction of where to attend to find that which society deems worthwhile. The deep curricular teachings thus begin in the question where knowledge of most worth exists (in here or out there) and precede content. It is at this hidden level in which our spatial-temporal disposition towards life-meaning can be shaped. Following this typology, the article will suggest that beyond what may be critiqued as instrumental mindfulness-based curricular ‘interventions’ that cater to an economic educational narrative, lurks the trajectory of a contemplative educational turn that may be outwitting over-instrumentalisation through wisdom-traditions.
The prevailing theoretical discussion on reflection within adult and higher education focuses on the cognitive and rational dimensions of reflection, at the expense of the emotional and social dimensions. Consequently, the theories deal with the ideals, but leave issues pertaining to the understanding of the prerequisites, challenges, and obstacles of reflection largely unaddressed. This article proposes a theory which sheds light on the nature and the prerequisites of the process of reflection. The theory development was based on analyzing Jack Mezirow’s theory of transformative learning. In order to deepen the understanding of the emotional dimension which was fruitfully yet insufficiently conceptualized within Mezirow’s theory, Antonio Damasio’s neurobiological theory of emotions and consciousness was utilized as a complementary theory. Based on these differing theories, it was possible to construct a theory which conceptualizes the challenges to reflection and opens new directions for further research concerning integrating the cognitive and emotional perspectives.
The intention of this article is to make an educational analysis of Merleau-Ponty’s theory of experience in order to see what it implicates for educational practice as well as educational research. In this way, we can attain an understanding what embodied experience might mean both in schools and other educational settings and in researching educational activities. The analysis will take its point of departure in Merleau-Ponty’s analysis and criticism of empiricist and neokantian theories of experience. This will be followed up by an introduction of some central concepts in Merleau-Ponty’s own understanding of experience with emphasis on their relevance for educational analysis. This way of presenting the theory of embodied experience has the advantage of being able to indicate the difference it makes in the field of theories of experience.
The author identifies six flaws that commonly occur in explanations of transformative learning, and suggests that transformative learning may not exist as an identifiable phenomenon. He proposes that we abandon the term transformative learning, and adopt the straightforward term good learning. Good learning, he argues, has nine aspects.
The concept of reflection is common to a range of learning theories and therefore carries various meanings and differing significance. Within theories of adult education, reflection is predominantly conceptualized as the rational analytical process through which human beings extract knowledge from their experience. This article critiques this cognitive bias. However, the author argues that a perspective of embodied experiential learning should not give preference to the body over the mind as a source of knowledge. Nor should researchers reject reflection as an exclusively cognitive process. Reflective practices can facilitate a learning dialogue between our implicit embodied experience and conceptual aspects of our consciousness. The author illustrates this with the example of the theory and practice of Gendlin’s Focusing. In conclusion, the author proposes a set of elements, characteristic of individual and collective human experiential learning, that can provide a framework for a more expansive and integrative conceptualization of reflection.
Although the importance of affect is acknowledged in the North American literature on adult learning and adult education, its role remains undertheorized. We argue that the influence of American pragmatism contributes to a cultural bias favoring reflective discourse and, thus, theoretical inattention to the role of affect. We describe a theory of personhood developed by John Heron to explore how his phenomenological lens on experience provides a more serviceable framework in which to understand the affective dimension of learning. Taking a phenomenological perspective suggests how adult learning strategies can be linked to a group habit of being that we call learning-within-relationship. Posited on what we describe as the paradox of diversity, we argue that there is a direct relationship between the degree of diversity among learners and the need to create whole-person learning strategies that fully engage learners affectively.
This article outlines a contemporary and comprehensive theory of learning that has been developed to match the modern concept of competence and therefore includes not only cognitive learning but also emotional and social dimensions. In relation to this, different kinds of learning are discussed and a framework is suggested comprising four learning types, including, as the most complex, transformative learning. The article also identifies three main types of nonlearning defined as mislearning, learning defence, and learning resistance. Two kinds of learning defence are described as everyday consciousness and identity defence, respectively. Finally, the terms habits of expectations (Mezirow) and sets of assumptions (Brookfield) are taken up as the key expressions to understand nonlearning in transformative learning theory, and it is concluded that this theory could profit from dealing more specifically with the emotional and social dimensions of learning and nonlearning.
Encouraging adults to undertake critical reflection is one of the most frequently espoused aims of graduate programmes of adult education. A considerable body of adult educational literature has been produced in this area, most of it focusing on conceptual analysis or on debate reflecting the strains between progressive, humanistic and liberal interpretations of these processes and radical, critical, socialist interpretations. Missing from the debate surrounding critical reflection as an adult capacity has been attention to the way adults feel their way through critically reflective episodes ‐ to understanding the visceral, emotive dimensions of this process. This paper uses Marton's concept of phenomenography ‐ the exploration and portrayal of how learners experience and interpret learning ‐ to outline a phenomenography of critical reflection as it pertains to one group of adults who happen to be adult educators. Five themes emerge from journals, conversations and autobiographies: impostorship (the sense that participating in critical thought is an act of bad faith), cultural suicide (the recognition that challenging conventional assumptions risks cutting people off from the cultures that have defined and sustained them up to that point in their lives), lost innocence (the move from dualistic certainty toward dialectical and multiplistic modes of reasoning), roadrunning (the incrementally fluctuating flirtation with new modes of thought and being) and community (the importance of a sustaining support group to those in critical process). The paper elaborates these themes and describes how developmental activities for adult educators in critical process can be grounded in participation in critical conversations within learning communities.
Transformational learning is fundamentally concerned with construing meaning from experience as a guide to action. In his theory of perspective transformation, Mezirow presents a significant conceptualization of that process, but it is flawed in one major aspect: It fails to account for context. We examine the absence of context in the theory itself, then focus on the decontextualized form of rationality that underlies the process of critical reflection central to perspective transformation. Finally, we propose a contextualized view of rationality which maintains the essential link between meaning and experience.
This article examines intercultural learning as a lifelong process. The data on which the article is based consist of 10 biographical interviews in which Finnish teachers were asked to talk about their lives from the perspective of intercultural learning. The analysis of the interviews showed that other people were involved in many of the experiences being referred to, and that these individuals played an important role in the stories. This article, therefore, focuses on the role of significant others in the intercultural learning of teachers. Three roles of significant others that arose from the data are introduced: transforming attitudes towards diversity; awakening and developing intercultural awareness; and developing ethical orientation.
This chapter describes different ways of understanding emotions and their role in adult learning. The author suggests that our understanding of emotions is shifting from one where they are viewed as an obstacle to reason and knowing to more holistic and integral ways of knowing one's self and the world.
The last significant review of research about transformative learning was in 1998 and was mostly focused on unpublished dissertations. In response, this paper reviews an exhaustive body of research conducted since that time, involving 40 studies, published in peer-review journals with a lens of analysis of new findings and insights on transformative learning theory. The review finds less research less about identifying transformative experiences in different setting, and more about fostering transformative learning and the complex nature of critical reflection, relationships, the nature of a perspective transformation and the role of context. Furthermore, even though qualitative designs still dominate, they have become more sophisticated and creative, including longitudinal and mixed-method designs and the use of video and photography.
Interpreting the ideas of Jurgen Habermas, the nature of three generic domains of adult learning is posited, each with its own interpretive categories, ways of determining which knowledge claims are warranted, methods of inquiry as well as its own learning goals, learning needs and modes of educational intervention. Perspective transformation is seen as one of the learning domains and the domain most uniquely adult. The nature and etiology of perspective transformation is elaborated with particular focus on the function of reification and of reflectivity. Implications of a critical theory for self-directed learning and adult education are explored. A Charter for Andragogy is suggested.
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