Understanding Transformative Learning Theory to enhance the impact of climate science.
Presentation Abstract
This presentation focuses on how the seminal adult Transformative Learning Theory (TLT) (Mezirow & and Associates, 1990) can help science educators and communicators have more impact with their research. TLT considers the learning process whereby a person’s perception shifts to be more inclusive of multiple realities. It is proposed that by incorporating this understanding of adult perspective change science educators and communicators will increase the likelihood that their research will provide impetus for action. We observe that people are either not understanding, or not responding to evidence presented by climate science. We look to the general population to act, to change habits, to vote for candidates who will reduce the effects of the climate crisis. The disconnect may be bridged by understanding how people learn and change their perspectives and come to take action. TLT, as proposed by Mezirow (1990) and Merriam’s (2006) condensation of the theory, is used as a framework to understand the learning process for adults to understand, embrace and engage with the necessary changes to correct the current trajectories and change our world to a more environmentally just one. The study here is towards ecological justice and fits into a philosophical stance that accepts we need to undertake the complex tasks of understanding and using climate science. We need to work in an interdisciplinary space and manner to create lasting change that will ensure humans and others flourish here in the beautiful Salish Sea watershed and beyond. References: Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2006). Learning in Adulthood: A Comprehensive Guide (3 edition). San Francisco: Jossey-Bass. Mezirow, J., & and Associates. (1990). Fostering Critical Reflection in Adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass.
Session Title
Transformational education in the Salish Sea
Conference Track
Education, Community & Social Science
Conference Name
Salish Sea Ecosystem Conference (2020 : Online)
Document Type
Event
SSEC Identifier
2020_abstractID_5879
Start Date
21-4-2020 9:00 AM
End Date
22-4-2020 4:45 PM
Genre/Form
conference proceedings; presentations (communicative events)
Subjects – Topical (LCSH)
Climatic changes--Social aspects; Climatic changes--Political aspects; Science--Study and teaching
Geographic Coverage
Salish Sea (B.C. and Wash.)
Rights
Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author's written permission.
Type
Text
Language
English
Format
application/pdf
Understanding Transformative Learning Theory to enhance the impact of climate science.
This presentation focuses on how the seminal adult Transformative Learning Theory (TLT) (Mezirow & and Associates, 1990) can help science educators and communicators have more impact with their research. TLT considers the learning process whereby a person’s perception shifts to be more inclusive of multiple realities. It is proposed that by incorporating this understanding of adult perspective change science educators and communicators will increase the likelihood that their research will provide impetus for action. We observe that people are either not understanding, or not responding to evidence presented by climate science. We look to the general population to act, to change habits, to vote for candidates who will reduce the effects of the climate crisis. The disconnect may be bridged by understanding how people learn and change their perspectives and come to take action. TLT, as proposed by Mezirow (1990) and Merriam’s (2006) condensation of the theory, is used as a framework to understand the learning process for adults to understand, embrace and engage with the necessary changes to correct the current trajectories and change our world to a more environmentally just one. The study here is towards ecological justice and fits into a philosophical stance that accepts we need to undertake the complex tasks of understanding and using climate science. We need to work in an interdisciplinary space and manner to create lasting change that will ensure humans and others flourish here in the beautiful Salish Sea watershed and beyond. References: Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2006). Learning in Adulthood: A Comprehensive Guide (3 edition). San Francisco: Jossey-Bass. Mezirow, J., & and Associates. (1990). Fostering Critical Reflection in Adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass.
