EDUC 5750 Special Institute: Transformative Learning
PROJECT #1
TRANSFORMATIVE LEARNING INTERVIEW
INSTRUCTIONS: The aim of this project is to explore how a leader in your community reflects and thinks
about a transformative learning experience in his / her own life story.
1. Identify an individual (adult, not adolescent or child) in your community who has spoken or written
about a transformative learning experience in his/her life. For example, this may be a mentor,
educator, citizen activist, civic or business leader, clergy, founder or director of a social / community
service agency; non-profit organization (NGO); or company; or humanitarian worker.
2. Obtain permission to interview this person in person and to record the interview (with audio or video
recording), with their answers (including video or audio recording) to be shared with participants in
this Webster University class.
3. Use a device that can record the interview, such as a voice recorder, smart phone with voice recorder,
web cam with recording capability, video recorder, laptop with built-in microphone, etc. Be familiar
with the device and retrieving the file to playback. You may invite the person to write the answers
(ahead of time, as in a survey), and discuss the answers with you during the interview. (If you are not
able to use a recording device, please use a shorthand/dictation method to write down the person's
answers as completely as possible.
4. Conduct the interview using the suggested questions below. The questions follow the transformative
learning phases (See Readings and Videos in Weeks 1-2, and the worksheet
[Link]. )
GUIDELINES: Listen intently without comments and without interrupting. Do not say “that’s great”;
“how wonderful,” “how terrible,” etc. Do not engage in conversation. Do not exchange or tell your
experiences. Do say “thank you for sharing.”
5. Submit the following in the Project #1 Assignment Area:
o Completed worksheet: Transformative Learning [Link]
o Video or audio file of recorded interview.
Due: Saturday, Week 5
BACKGROUND INFORMATION
Your Name: Sofiya
Initials or First Name of Interviewee: Adolat
Approximate Age & Gender: 1998 year/ Female
Interviewee’s profession or role (e.g. job English Language Teacher at Chemical Technology
title) Institution.
Rationale: [Explain how this person fits the Adolat is a qualified English language instructor with
selection criteria in Instructions #1 above.] extensive expertise in teaching. She has discussed
how her teaching philosophy and method have
evolved significantly over the course of her career,
making her an ideal candidate for this
transformational learning interview.
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Method of Interview: (Face to face, Face-to-face interview, recorded.
telephone, etc.) and recording method (voice
recorder, camcorder, webcam, typed
dictation, etc.)
Submit your audio recording file in the
assignments area, or submit your video on
[Link] and include the YouTube URL
here.
Date, time, duration, and location of June 17, 2024, 3:00 pm - 4:00 pm, at Adolat's office
interview: at Chemical Technology Institution
INTERVIEW QUESTIONS:
[Please include notes on each question below to supplement the video or audio recording you make.]
1. When did the idea of “transformative learning” first come into your vocabulary or enter your
thinking? Note: This question helps determine the interviewee's first introduction to the notion
of transformational learning. It enables people to discuss their personal experience towards
comprehending this concept.
2. How do you define “transformative learning”? In your view, how is “transformative learning”
different from other kinds of learning? Note: This question investigates the interviewee's
knowledge of transformational learning and how it differs from previous learning experiences. It
helps individuals to express their own concept and distinguish it from less profound kinds of
learning.
3. Please explain how “transformative learning” applies in your life or in your personal,
professional or spiritual development? Note: This question asks the respondent to consider the
application of transformational learning in their own lives, including its influence on personal,
professional, and spiritual growth.
a. In thinking about transformative learning experiences that changed your way of
thinking (mindset, worldview, awareness, etc.); your deepest beliefs and values; or
your identity or your life purpose/mission/work – were they discrete, single (usually
dramatic) events/experiences, or were they a process or period in your life or set of
related events/experiences? Note: This question investigates the nature of
transformational learning experiences, asking if they are singular occurrences or
continuous processes. It aids comprehension of the interviewee's understanding of
transformational learning's temporal and experiential characteristics.
b. Were there many “transformative learning experiences” in your lifetime? Or
several? Or just one? Please explain. Note: This question investigates the frequency
and relevance of transformational learning experiences in the interviewee's life. It
seeks to understand how these events influence their overall development.
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4. Would you be willing to tell me about one transformative learning experience and how it has
changed your thinking, your consciousness, or your “way of being in the world”? Note: This
question asks the interviewee to describe a specific transformational learning event and its
influence on their lives. It gives individuals the opportunity to express the process and results of
their personal development.
a. Please tell me your experience as fully as you are comfortable sharing with me.
Note: This question asks the respondent to expound on specific experiences,
emotions, and reflections.
b. Give the context/background of the experience. (when, where, your age,
circumstances in your life at the time). Note: This question establishes the
background of the event and provides a foundation for analyzing its relevance in the
interviewee's life.
c. Give details of the experience: what happened (sequence of events), who else was
involved, what were you thinking, feeling, saying, doing in the experience;
outcomes / results of the event/experience. Note: This question asks the respondent
to give a full description of the transforming experience, including the order of
events, their thoughts and feelings, and the results.
d. Describe how the transformative experience started, such as a “disorienting
dilemma” (distress, discomfort, loss, trauma, hurt, etc.), something unexpected, or
a powerful motivation or need to change something about yourself or your life.
Note: This question focuses on the first trigger of the transformational event, looking
for the catalyst that sparked the interviewee's path of change.
e. Describe the process in which you questioned yourself, critically assessed your
beliefs and assumptions, or “deconstructed” your identity and ways of thinking.
Note: This question dives into the process of self-reflection and critical analysis that
the interviewee went through during their transformative journey. It investigates how
people questioned their prior views and assumptions.
f. Describe the process in which you reframed, redefined or restructured your
thinking, beliefs and identity. Explain what changed. Note: This question explores
the interviewee's reframing and restructuring process, focusing on how their thinking,
beliefs, and identity were modified.
g. How has your transformative learning affected / impacted others? Note: This
question examines the impact of the interviewee's transformational learning on the
lives of others.
5. This concludes my prepared questions. Do you have anything else you want to tell or ask
me about this topic? Note: This question allows the interviewee to provide any further views
or insights she has about transformational learning.
6. Thank you for sharing your personal story with me. Note: This is a final message thanking
the interviewee for their openness to share their story.
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ANALYSIS AND REFLECTIONS:
1. Does the person you interviewed fit Mezirow’s, Cranton’s or O’Sullivan’s descriptions of
transformative learning and its phases? (See Readings and Videos in Weeks 1, 2, 3 and the worksheet
[Link]. ) Please elaborate with examples.
Reflections, on Adalat's Journey of Growth and Learning
In this conversation with Adolat, an educator at a Chemical Technology Institution we delve into her
transformative learning experience that offers valuable insights. Let's explore her evolution through
the perspectives of transformative learning scholars like Mezirow, Cranton and O'Sullivan.
1. Correspondence with Transformative Learning Theories:
Mezirow: Adalat's narrative closely aligns with Mezirow's learning model. She recounts meeting a "
situation" during a development workshop on critical pedagogy that shook her conventional views on
teaching and learning. This triggered a phase of self-evaluation where she reexamined her beliefs and
methodologies. Subsequently, she reshaped her belief of her role as an educator by transitioning
from a content approach to a student-centered pedagogy framework. This progression mirrors
Mezirow's stages of transformative learning such as the situation " later "critical evaluation of
assumptions " and eventual "reinterpretation of understanding."
Cranton: Adalat's journey also echoes Cranton's emphasis on the significance of surroundings and
communal engagement in learning processes. The collaborative nature of the workshop featuring
discussions and activities fostered a space for Adolat to confront her convictions and partake in
reflective dialogue alongside her peers.
The social environment was important in how she changed and grew as a learner.
O'Sullivan: Even though Adolat didn't directly talk about O'Sullivan's idea of "transformative learning"
in her interview her focus on encouraging thinking questioning assumptions and creating a fairer
learning atmosphere line up with O'Sullivan's belief in rethinking our perspectives and lifestyles. Her
dedication to empowering students to be catalysts for change and her emphasis on justice echo
O'Sullivan's vision for an educational approach.
2. In what ways is this person’s description of “transformative learning” a valuable example to follow?
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What do you gain or learn about the transformative learning process for yourself by interviewing this
person?
2. Values and Learnings:
Adalat's story offers some insights into the process of transformative learning;
Transformative learning is a journey; Adolat stresses that transformative learning isn't one time but
an ongoing process of growth and progress. This highlights the significance of introspection, self-
evaluation and a readiness to challenge one's beliefs and behaviors.
Social context is important; The professional development workshop played a role in Adalat's
transformation. This emphasizes the need for creating settings where people can have conversations,
question their assumptions and learn from others.
Transformative learning can create waves; Adalat's experience of transformation hasn't only affected
her teaching. It has also positively influenced her students, empowering them to be involved critical
thinkers.
This shows how transformative learning can promote change within individuals and communities.
Personal Insights:
My conversation with Adolat was truly impactful.
Embracing a mindset of growth; Adalat's dedication to learning and introspection is truly motivating.
It serves as a reminder that transformative learning's a journey, urging us to constantly challenge our
beliefs and embrace diverse perspectives.
Recognizing the value of pedagogy; Adalat's experiences shed light on the power of critical pedagogy
in empowering students and creating more inclusive educational settings. This motivates me to
further explore and incorporate pedagogy into my teaching methods.
Understanding the intersection of learning and social justice; Adalat's narrative highlights how
transformative learning can be a catalyst for change. It encourages me to infuse principles of justice
into my teaching practices and advocate for more inclusive educational structures.
To conclude, Adalat's interview serves as an inspiring illustration of transformative learning in
practice. Her journey underscores the importance of self-reflection, social awareness and an enduring
commitment to growth and progress.
Her narrative is an example of how educational growth can wield an influence, in fostering
beneficial progress changing not only individuals but also society at large.
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