Research On Theoretical Development Of Adult Transformative Learning In USA

The theoretical development of adult transformative learning in USA has undergone a period in which it strongly updates the theory itself and absorbs the advice and critics to improve it. Scholars usually apply the newest achievement of adult transformative learning to the practice, while ignoring the theoretical development of transformative learning. As we know it is valuable to explore the evolution of transformative learning. Only we focus on the process of development, we think about the background and the meaning, summarize the characteristics of each phrase, and understand the theorists how to construct the theory, as well as how to criticize the theory, we can say we totally figure out the transformative learning. Through the research on theory itself, it promotes the educational theorists to get deeper understandings; it is also an effective way to improve the theoretical competence of practical educational staff. Study on theoretical development of transformative learning which it is helpful to promote theoretical creation and influence on the construction of adult learning theory, it is also helpful to drive the development of educational discipline, enlighten the researchers apply the theories into practice, reform the traditional adult learning patterns and improve the learning effectiveness. We adopt the general research methodology, such as reference analysis method, historical study method and comparative method to research the theory systematically. The basic clue comes from the time developmental sequence. Based on it, we summarized the research achievements from 1975 to nowadays, including the background, the representatives, the main ideas, and the works of each phase. Through summarizing the theory inner discipline and characteristics and assessing the development of the theory, we can get a comprehensive understanding of the transformative learning. The theoretical foundation of transformative learning includes education, humanities, sociology. The development path can be divided into different phases based on the philosophy, sociology, theory itself as well as the relationship between them.Adult transformative learning derived from 20 century 70s in USA. During the 40 years, the theory has developed dramatically. More specifically, the different phases show the different features. By analyzing it, we have found general discipline. We can divide the theoretical development of transformative learning into four phases. The first phase is called germination period(1975—1980s), in the beginning, from the event of ladies came back college for further study, the theory lay a solid foundation by using different disciplines. So we can say in this period it is formed by combining theory and practice. The feature can be concluded that the theory from the social practice, theory and practice combination, creating condition for the new ideology, employing the mature ideology from theorists to make the foundation for the transformative learning firmly.The second phase is called expansion period (1980s—1990s), the innovation of the theory is expanded, such as learning fields and reflection concept. The length of the theory is extended, too, such as ideal condition and models of transformation. The system of the ttheory is showed up by combining the models, conditions and phases. The voice from the critics can be heard gradually, which focused on paying more attention individualization than socialization and the feature can be summarized:The connotation is much richer; some critics promote the development of the theory; the theory system is formed gradually.The third phase is called transformation period (1990s—2000s), the depth of the theory is deepened, such as the type of reflection and dialogue. The perspectives of theory are explored, such as developing the meaning structure by multi-disciplines. The phases of the theory are revised, such as modifying the process of the transformation. The voice of critics sprung up widely, which focused on emphasizing multi-ego and environment. And we look forward the development trend of the theory, which can be concluded as comprehensive development trend. So the feature is that multi-disciplines research perspectives open the windows of transformative learning research; deepen the theory and optimize the theory itself; the critics become stronger which drive the theory to a comprehensive way.The fourth phase is called richness period (21 century to now), the dimensions of the theory is improved, from the cognitive to emotional and spiritual dimensions. The perspectives of the theory are clarified by forming different perspectives. The system of the theory is summarized, so that it realized the integration. And the feature can be concluded the technical terms are much precise; absorb the critics selectively; the theory almost becomes complete. Research the development of theory itself, we focus on the core elements, research goals, research subjects, research objectives, research perspectives as well as theory schools, aiming at summarizing the structure of the transformative learning.We integrate the theory from the origin of the theory, core elements, the condition, the process, the goal of research, the objective of the research, the main school perspectives and developmental trend. The core elements include individual experience, distortion meaning structure, meaning perspectives, critical reflection, dialogue, holistic orientation, awareness of context, authentic relationship. The conditions include internal and external conditions. The phases of the theory include different perspectives from the scholars, such as Stephen Brookfield’ five phases perspective, Jack Mezirow’s ten phases perspective, Jane Taylor’s six phases perspective, and Patricia Cranton comprehensive phases. Each phase perspective has the common point, which can be summarized as trigger events, critical reflection, forming the hypothesis and integration. The school of transformative learning developed from four to five schools. Until now it has developed eight schools. They are Jack Mezirow’s perspective transformation, Paul Freiresocial transformation, Daloz, L.A. psycho-developmental transformation, Robert Boyd and Dirkx, M.J. psycho-analytic transformation, race-centric view, cultural-spiritual transformation, planetary transformation view and neurobiological transformation view. From the content, we can predict the trends of transformative learning from home and abroad.By analysis, we explore the features of the theoretical development. That is it owns the nature of phase, sequence, and integration. The general discipline of theoretical development of transformative learning can be summarized from individual to the whole society, from static state to dynamic state, from independence to diversification, from dispersion to integration. This dissertation aims at exploring the phases, the structure, the feature, the discipline of theoretical development of transformative learning, so that from core elements, applying critical reflection, using the condition of transformative learning theory, the phases of the transformative learning theory as well as the new school of transformative learning theory, we can get the enlightenment to adult educational theory.