Transformative learning by Julee Sims

 Assignment 6: Transformational Learning

 

Goals/objectives: The purpose of this project is to convince people to adopt rescue dogs instead of going to breeders.

Rationales: Transformational learning is about changing people’s minds through education. Like the other learning theories that we have studied, transformational learning can be viewed through several different lenses. I chose to focus on Mezirow’s Psychocritical Approach and the four main components of the learning process: Experience, Critical Reflection, Reflective Discourse, and Action.

Experience: Andragogy assumes that adults have past experiences from which they can learn. There are different types of experiences and depending on the person, they may or may not lead to learning. Experiences can happen in the present time and be interpreted by past experiences (Merrium and Baumgartner, 2020). Experiences can also be imposed on a person by their beliefs and culture. For example, a student may not ever experience a school shooting, but they will still go through drills and prepare for the possibility of the situation since school shootings have become a recurring risk in our society and culture (Merrium and Baumgartner, 2020).

Critical Reflection: The learner must reflect on their experience and the beliefs that determine how the experience is interpreted (Merrium and Baumgartner, 2020). Upon reflection the learner revises, “specific assumptions about oneself and others until the very structure of assumptions becomes transformed.” (Merrium and Baumgartner, 2020). Mezirow defined three types of reflection(Merrium and Baumgartner, 2020):

1. Content Reflection – thinking about the actual experience
2. Process Reflection – thinking about how to deal with the experience, problem solving techniques based on what was learned
3. Premise Reflection – analyzing long held assumptions based on beliefs about the experience

Reflective Discourse: Now that the individual has a new mindset, they want to test whether their new viewpoint is correct (Merrium and Baumgartner, 2020). They seek different perspectives, look at evidence for and against their viewpoint, and assess their findings. It is important to understand that discourse is not a debate, but rather individuals working together to clarify and agree on a viewpoint.

Action: Action is the final component. It can range from “immediate action, delayed action or reasoned reaffirmation of an existing pattern of action”(Mezirow, 2000). It is when the individual acts on their new perspective.

*links in graphic do not work, please click here Download hereto view a PDF with working links

click here Download hereto view Critical Reflection survey

 

I thought that the experience of learning about breeders vs. shelters would give the person something to reflect on. To make it more immersive I could have the people share stories of past experiences with breeders or rescue groups. 

I chose to use a survey to help people really think about the purpose of their dog. If I could get the person to realize that they do not require a purebred then they would be more likely to skip a breeder and start looking at rescues. I thought presenting the issue as more of a problem that they needed to solve (What type of dog do I want, and where do I get it?) would force them to reflect on the purpose of their dog. I know a lot of people determine which type of dog they get based on appearances. But, if I could get them to conclude that they do not require a purebred and they simply want a nice dog, they could change their mind and start looking at shelters and rescue groups.

Download Bo,

MODULE	ACTIVITY	RATIONALE
Experience The learner will read articles that educate them on the benefits of supporting a shelter and not a breeder.	Top 10 Reasons to Adopt from a Shelter Buyer Beware: The Problem with Puppy Mills and Backyard Breeders 10 Reasons to Adopt a Shelter Dog	The learner will have the experience and the knowledge learned from the articles to begin to question their beliefs about where they will get their new dog.
Critical Reflection The learner will complete a short survey about what type of dog they want and why.		The learner will use Process Reflection to problem solve their question of What type of dog do I want, and where do I get it? The survey is meant to get them thinking about what they truly want out of a dog and if that can be accomplished through a rescue group instead of a breeder.
Reflective Discourse If the learner feels like they need a purebred dog, they will search for information on rescue groups for that specific breed. They also will search shelters for that breed using tools like petfinder.com.  If the learner does not need a purebred and simply wants a nice dog, they will search shelter sites like petfinder.com to view available dogs.	Petfinder.com	Now that the learner has determined if they will move forward with a purebred or a mix, they will research their options. Using their new information about breeders vs. shelters, it will help guide them to determine where their dog will come from.  The assumption is that once they are looking at photos and descriptions of available dogs who need homes, they will want to meet some and be excited at the prospect of adopting from a shelter or rescue group.
Action The learner will visit a shelter, rescue group, or adoption event to meet available dogs.		The learner knows that they helped save an animal by adopting a rescue dog. Their mindset has been changed from getting a purebred dog from a breeder, to adopting from a shelter or rescue group.

 

 

References: 

Merriam, S.B., & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide (4th ed.). San Francisco: Jossey-Bass.