Addressing Self Through Transformative Learning
As adults, we reason and make judgments based on our frames of reference, which influence how we perceive, interpret, and make meaning of our social worlds. These frames of reference are formed by our life experiences from a variety of contexts and relationships and constitute our beliefs, values, assumptions, and feelings (Mezirow, 2009).
Typically, we are not aware of these factors that influence our choices unless something happens to alert us to these implicit processes we follow. The more aware we are of these tacit belief systems, the more we can understand and shape them toward future decisions and actions. This is especially useful in being more deliberate in the way we interact with others to develop our relationships and frame relationship as the highest order context. We need to know as much as possible about ourselves, so that we can better align our intent with the impact we have on others. This supports why the paradox of knowing is foundational to developing better quality relationships.Mezirow (2000) identifies 10 phases of learning that are part of the transformative process, and they are as follows: (1) have a disorienting dilemma; (2) self-examine; (3) assess assumptions critically; (4) recognize connection between discontent and transformation process; (5) explore options or new roles, relationships, and actions; (6) plan course of action; (7) acquire knowledge and skills for plan; (8) try new roles; (9) build competence and self-confidence; and (10) reintegrate new perspective into life. A disorienting dilemma can come about as a result of realizing that there are different interpretations in an action or communication and that not everyone views the world the way we do. We learn it by the impact it has on us, which is typically unexpected. These transformations can be epochal, in which they happen all at once, or incremental when the change creeps up on us more slowly and is not as immediately obvious.
There are certain elements that foster transformative learning to take place. This in turn can lead toward more developed selfawareness. Taylor (2009) draws attention to being aware of the personal and sociocultural factors in the context of these interactions as they play a role in influencing our perceptions and behavior. Intercultural interactions when viewed from a learning stance are prime examples of when transformative learning can take place. Brookfield (1987) stresses the importance of critical reflection, so that we uncover the assumptions that guide us toward having certain reactions, feelings, and judgments. From critically reflecting on our assumptions, we can see where on the continuums within the five paradoxes we are placing our interactions and why, so that we can learn more about ourselves and others.
This all works toward increasing our selfawareness, which is a precursor for more developed interpersonal relationships with others. The connection here is that the more we know ourselves, the better able we will be to gauge our impact on others. This is especially important as we communicate across cultures. The more self- and other-aware we are and the more we work toward living into relationship as the framing for the higher order context, the better we will be at bridging across different cultural perceptions and values.