363
enhances the level of consciousness of individuals (Natanasabapathy et al. 2011). In
other words, personal transformation is a ‘multidimensional concept, a dynamic,
uniquely individualized process of expanding consciousness whereby an individual
becomes critically aware of old and new self-views and chooses to integrate these
views into a new self-definition’ (Wade 1998, as cited in Devine and Sparks 2014,
p. 713). Thus, personal transformation is a shift of visions and thoughts (Miller
et al. 2005) in individuals.
An individual undergoes personal transformation through critical vision (Taylor
and Cranton 2012). Personal transformation is associated with transformative learning, and behavioural change takes place when an individual goes through an education system and acquires knowledge. ‘Changes in behaviour depend on how well
learning takes place and what and how we give value to the knowledge and what we
become’ (Shapiro 2005, as cited in Natanasabapathy et al. 2011). Thus, personal
transformation is concerned with ‘becoming’. The process of ‘becoming’ is a lifelong activity that involves reflective thinking and transformation of perspectives.
Personal transformation concerns ethical actions, thereby developing empathic attitude towards the land, other species, and people. Here it is argued that the transformative learning is a means of personal transformation.
5.1 Transformative Learning: A Mean of Personal
Transformation
Transformative learning theory provides understanding of the processes of adult
learning. It concerns adaptive learning in the sociocultural context according to the
needs and aspiration of the learners (Mezirow 1990). Moreover, transformative
learning encourages participatory and experiential learning approaches. The learners enhance their knowledge, skills, and abilities through an interactive and experiential basis, involving themselves in the learning processes. Transformative
educators do not adopt traditional pedagogical processes of depositing content
through lectures and considering the learners’ mind as ‘banks’ (Freire 2005).
Instead, they participate in the learning activities, guiding the learners towards their
learning needs/goals. In doing so, transformative educators gain knowledge and
skills through reflection, enabling self-transformation.
With regard to transformative learning, Freire (2005) has coined the term ‘conscientization’ or consciousness raising (Dirkx 1998). Frere’s adult education
focuses on raising critical awareness or consciousness among adults. His notion of
transformative learning is to liberate oppressed individuals and groups (e.g. farmers)
through developing ethical actions. Freire (2005) believes that education for adults
should develop the ability to analyse, raise questions, and take ethical actions on
social, political, cultural, and economic issues that are directly related to shaping
their lives (Dirkx 1998). This learning process enables adults to move along the path
of personal transformation. Likewise, transformative learning develops the ability
of learners to view their world through dialectical ways of actions and reflections.
Need for Personal Transformations in a Changing Climate: Reflections…
enhances the level of consciousness of individuals (Natanasabapathy et al. 2011). In
other words, personal transformation is a ‘multidimensional concept, a dynamic,
uniquely individualized process of expanding consciousness whereby an individual
becomes critically aware of old and new self-views and chooses to integrate these
views into a new self-definition’ (Wade 1998, as cited in Devine and Sparks 2014,
p. 713). Thus, personal transformation is a shift of visions and thoughts (Miller
et al. 2005) in individuals.
An individual undergoes personal transformation through critical vision (Taylor
and Cranton 2012). Personal transformation is associated with transformative learning, and behavioural change takes place when an individual goes through an education system and acquires knowledge. ‘Changes in behaviour depend on how well
learning takes place and what and how we give value to the knowledge and what we
become’ (Shapiro 2005, as cited in Natanasabapathy et al. 2011). Thus, personal
transformation is concerned with ‘becoming’. The process of ‘becoming’ is a lifelong activity that involves reflective thinking and transformation of perspectives.
Personal transformation concerns ethical actions, thereby developing empathic attitude towards the land, other species, and people. Here it is argued that the transformative learning is a means of personal transformation.
5.1 Transformative Learning: A Mean of Personal
Transformation
Transformative learning theory provides understanding of the processes of adult
learning. It concerns adaptive learning in the sociocultural context according to the
needs and aspiration of the learners (Mezirow 1990). Moreover, transformative
learning encourages participatory and experiential learning approaches. The learners enhance their knowledge, skills, and abilities through an interactive and experiential basis, involving themselves in the learning processes. Transformative
educators do not adopt traditional pedagogical processes of depositing content
through lectures and considering the learners’ mind as ‘banks’ (Freire 2005).
Instead, they participate in the learning activities, guiding the learners towards their
learning needs/goals. In doing so, transformative educators gain knowledge and
skills through reflection, enabling self-transformation.
With regard to transformative learning, Freire (2005) has coined the term ‘conscientization’ or consciousness raising (Dirkx 1998). Frere’s adult education
focuses on raising critical awareness or consciousness among adults. His notion of
transformative learning is to liberate oppressed individuals and groups (e.g. farmers)
through developing ethical actions. Freire (2005) believes that education for adults
should develop the ability to analyse, raise questions, and take ethical actions on
social, political, cultural, and economic issues that are directly related to shaping
their lives (Dirkx 1998). This learning process enables adults to move along the path
of personal transformation. Likewise, transformative learning develops the ability
of learners to view their world through dialectical ways of actions and reflections.
Need for Personal Transformations in a Changing Climate: Reflections…