I recently read an article that contrasted simple learning with transformative learning. Simple learning, according to the author, “merely elaborates the learner’s existing paradigm, systems of thinking, feeling, or doing, relative to a topic.” Transformative learning, on the other hand, is deeper and more profound. It requires students to challenge their assumptions and values. It prods them to develop new perspectives on their life’s experiences. Although transformative learning is commonly understood to be a tool for teachers in adult education, when modified, it can become a valuable strategy for the religious school educator.
There are ten phases in the conventional transformative learning process (http://coeweb.fiu.edu/Research_Conference/SUIE_2006/Roberts_COERC_2006.pdf), but for the religious school educator, I think five are applicable:
- Present a disorienting dilemma, which is a dilemma that challenges students to question their behavior or perspective. A disorienting dilemma might bring two or more values into conflict; for example, freedom of speech VS national security.
- Encourage students to examine their assumptions about the dilemma.
- Explore options for new roles, relationships, and actions by introducing Jewish perspectives on the dilemma.
- Try-on new roles, relationships, and actions based on Jewish perspectives
- Integrate new perspective into one’s life.
Have you experimented with any of these steps in the transformative learning process? What success or difficulties have you had? For a list of Jewish values around which you can build disorienting dilemmas, see Count Me In, It’s a Mitzvah, Jewish Virtues, Teaching Hot Topics, and www.babaganewz.com.
