Transformative Learning and Identity

by Knud Illeris

In the current ever changing world – the liquid modernity – the most pressing psychological challenge to all of us is to create and maintain a personal balance between mental stability and mental flexibility. In Transformative Learning and Identity Knud Illeris, one of the leading thinkers on the way people learn, explores, updates and re-defines the concept and understanding of transformative learning while linking the concept of transformative learning to the concept of identity. He thoroughly discusses what transformative learning is or could be in a broader learning theoretical perspective, including various concepts of learning by change, as opposed to learning by addition, and ends up with a new, short and distinct definition. He also explores and discusses the concept of identity and presents a general model depicting the complexity of identities today. Building on the work of Mezirow, various perspectives of transformative learning are analysed and discussed, including; transformative learning in different life ages; progressive and regressive transformations; motivation and identity defence; development of identity; personality and competence, and transformative learning in school, education, working life, and in relation to current and future life conditions. This vital new book by one of the leading learning theorists of our time will prove of lasting interest to academics, teachers, instructors, leaders and researchers in the field of adult learning and education. It will also appeal to many students and researchers of psychology and sociology in general.

Genres: Education

176 pages, Hardcover

First published January 1, 2013

Reviews

[Chris Owen · Rating 5 out of 5]

This is an interesting and readable book, most helpfully less than 150 pages long so its practical to read and you can even carry it with you on the train unlike some massive tomes! The book is divided into three parts. In part one, the author introduces the concept of transformative learning. In part two, he deals with the concept of identity and finally, in part three he gives examples of transformative learning in practice. I have found this book to be an excellent introduction to the concept of transformative learning. The first two parts in particular are interesting and what comes across is that there are a wide variety of views and opinions on issues such as the self and identity and indeed almost by definition these concepts will perhaps never be fully defined. In terms of examples, part three of the book does read a little anecdotally in places. It might be interesting to see more research based results rather than the more descriptive approach taken in this book.
The author presents his own definition of transformative learning at the end of part one ie
“The concept of transformative learning comprises all learning that implies change in the identity of the learner.”
In part one, Illeris traces the history and origins of transformative learning, and the key authors in this area, and for example and in particular Jack Mezirow. He surveys various of the ‘learning by change’ approaches to provide a wider context. Towards the end of part one, Illeris suggests that Mezirow has placed too much emphasis on the cognitive aspects of learning and that what is required is a broader and more holistic approach that recognises the social and emotional components of learning. The author presents his own model of transformative learning as consisting of three dimensions namely; content (that which we learn), incentive (motivation, why we learn) and interaction (how the individual interacts with society).
In part two, the author explores the concept of identity and reviews several authors who have written in this area. He explores associated concepts such as the self, self-identity and personality. He covers both psychological and sociological perspectives on the development of the self. Part two finishes with an interesting, and potentially very useful model of identity proposed by the author. Useful in that he proposes a potential way of structuring the identity. So if transformative learning requires change in the identity of the learner, then this model provides a way of thinking about what those changes might mean for the individual.
In part three, the author explores what transformative learning might mean both in terms of life stage (in youth, middle age etc) and in context (in education and in work). He introduces the interesting concept of ‘regressive’ transformative learning. This is the idea that someone might embark on a process of change and personal learning and then for some reason withdraw from that, but that this process is also a form of learning and can be also considered transformative in a similar way.
An interesting chapter 13, the author tackles the area of competence development and suggests that the development of competencies requires engagement, practice and reflection.
The book concludes with a summary and a short forward looking perspective. The final chapter does tail off a little from the earlier material.

[Jason Watkins · Rating 4 out of 5]

Illeris builds on Mezirow’s original work on transformative learning. Illeris’ key differences lie in a further explanation of identity with regard to learning from Mezirow’s definition which focuses on self. In some respects it’s semantics, but Illeris does enhance the body of knowledge regarding various layers if identity, which provide insight for practitioners where and perhaps how they might apply instructional method which lead to significant shifts, especially in adult learners.