Transformational Learning

While there is some disagreement among TL scholars about the degree to which adult learning should be understood as a rational process that takes place through conscious decision-making, or whether it is largely a function of deep-seated emotional or psychological processes, there is general consensus that as a process, cognitive change involves several interconnected steps:

• A Disorienting Dilemma (in which previous knowledge, beliefs, frames of reference, and/or practices seem to fail);
• Critical reassessment (of one’s assumptions, habits, beliefs, frames —often involving initial feelings of frustration, shame, guilt, and inadequacy);
• Recognition (that one’s discontent and the process of transformation are connected, and that others have successfully negotiated similar changes);
• Exploration of Options (for new roles, relationships, beliefs, values, practices);
• Acquisition of New Knowledge, Skills and Frameworks (for implementing change);
• Building Competence and Self-Confidence (in new roles, relationships, practices, beliefs);
• Reintegration (in which newly acquired knowledge, beliefs, practices, and values become internalized and routine).