From Chaos To Clarity

The concept of transformative learning was first introduced in the late 1970s by Jack Mezirow, an American professor, who has been devoting himself to related research since then and has gained fruitful research achievements. Transformative learning is learning that transforms our taken-for-granted frames of reference to make them more inclusive, discriminating, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action. The year 1991 saw the publication of Transformative Dimensions of Adult Learning, one of Mezirow's major achievements, which covers his main ideas about transformative learning, and at the same time the book aroused wide attention and substantive critique. Many researchers began to turn to relevant research theoretically and practically. Having confirming Mezirow's theory in general, lots of studies showed dozens of new points of view, enriching the theory and promoting the deeper understanding of the nature of adult learning. Transformative learning theory continues to be a growing field of study of adult learning in the west, and it seems to have replaced andragogy as the dominant educational philosophy of adult education. It offers adult educators proven teaching strategies. Therefore, it may benefit China's adult education in practice and theory when used for reference. In recent years, it has interested some researchers in our country. Nevertheless, since the theory was created and developed in the western context, it is necessary to make a large number of researches on it under our social, political, historical and cultural circumstances. And a deep understanding and proper reformation, even extension are needed before it is put into adult teaching practices to promote the development of China's adult education. Narrative inquiry is used as a main research method in this study tracing the transformation of a blind teacher, Hui Yang (alias), the research cooperator, and attempting to give a local interpretation to transformative learning theory. Conclusions are drawn as follows:1. Perspective transformation can lead to an individual's action.2. There may exist differentia in transformation time consuming.3. An individual's own qualities are the source power of transformative learning.4. An individual's transformation may bring out peripheral transformation.5. There exist various emotional reactions during the process of transformative learning.6. Social environment, interpersonal interaction and emotions should not be negligible.7. The results of transformative learning may be positive or negative.The main contents and structures of this study are as follows:Section 1:Introduction. Research reasons, purposes, significance and related definitions are elicited in this part. Section 2:A literature review. It centers on Mezirow's transformative learning theory and takes account of other perspectives held by other researchers in foreign related studies, which basically offers a whole picture of the current transformative learning theory. Meanwhile, it provides a theoretical basis for the interpretation of the case exemplified in the study. In addition, the present relevant studies in China are briefly reviewed.Section 3:Research framework. Research thread, framework, methods and procedures are explained.Section 4:Hui Yang's growth path. Hui Yang's self teaching experiences are traced in chronological order generally, which may be used as a factual basis and emotional premises of the analysis and understanding of his transformational process in the next section.Section 5:Exploration of Hui Yang's process of transformative learning. The process is interpreted by analyzing his transformation of epistemic meaning perspectives, sociolinguistic meaning perspectives and psychological meaning perspectives respectively. And then influential factors are discussed with a brief analysis of peripheral consequences.Section 6:Conclusions, suggestions and reflections. Conclusions are drawn according to transformative learning theory with consideration to Hui Yang's transformative learning process, on the basis of which, the author's suggestions and reflections are put forward.