18 knowledge” and orientation toward care, and an understanding of intelligence as a
multiple and dynamic concept.
3. Transformative Learning in Education
According to Mezirow 1991, transformative learning happens when “learners change their meaning schemes specific beliefs, attitudes, and emotional
reactions, they must engage in a critical reflection on t heir experiences”.
Mezirow adds that transformative learning involves ten stages: a.
A disorienting dilemma, b.
A self-examination with feelings of guilt or shame, c.
A critical assessment of epistemic, socio-cultural, or psychic assumptions d.
Recognition that one’s discontent and the process of transformation are shared and that others have negotiated a similar change
e. Exploration of options for new roles, relationships, and actions
f. Planning of course of action
g. Acquisitions of knowledge and skills for implementing one’s plans
h. Provisional trying of new roles
i. Building of competence and self-confidence in new roles and relationships
j. A reintegration into one’s life on the basis of conditions dictated by one’s
perspective The stages are started when someone has a dilemma in himself after undergoing
new experiences. He will problematize his prior belief by conducting his self- examination with feelings of guilt or shame. In this stage, the person begins to
doubt about what he believes before. He then feels a sense of alienation. This
19 sense will lead to discontent to other, which he wants to be better. In his
reflection, he will find some options to new better behavior. He tries to build confidence by convincing himself in the reflection. Then he plans some actions,
knowledge and implements it toward what he has reflected. The last stage, he will experiment and examine his new belief or role and integrate it when he feels
necessary. Mezirow 1997, p. 5 explains further that transformative learning is
“process of effecting change in a frame of reference. Adults have acquired a coherent body of experience
—associations, concepts, values, feelings, conditioned responses
—frames of reference that define their life world. Frames of reference are the structures of assumptions through which we understand our
experiences.” Mezirow as cited in Kitchenham, 2008. p. 120 then elaborates his theory, According to him, there are four types of learning in transformative
learning theory, they are elaborating existing frames of references, learning new frames of references, transforming habit of minds and the last important
component is transforming points of view.
Figure. 2.1- Diagrammatic Representation of Mezirow’s 2000 Four Types of
Learning in Transformative Learning Theory
20 Another definition of transformative learning is explained by Clark 1991,
the Transformative learning theory says that the process of a perspective transformation has three dimensions: psychological changes in understanding of
the self, convictional revision of belief systems, and behavioral changes in lifestyle. This explanation is akin to Mezirow’s explanation that the key idea of
transformative learning is changing by questioning taken-for-granted view, examining new belief, and integrating the better belief. In the study, the researcher
tried to capture and narrate some perspective transformations of five ELESP students after joining Pengajaran Code as tutors. These perspective
transformations are believed as the process of transformative learning in each research participant.
4. Critical Self-Reflection on Assumptions CSRA
Mezirow as cited in Kitchenham, 2008. P. 105 explains that “two major
elements of transformative learning are critical reflection, or critical self-reflection
on assumptions CSRA and critical discourse, where the learner validates a best
judgment. ” In the study the researcher focuses on the CSRA. According to
Budiraharjo 2013, CSRA involves objective and subjective reframing. The objective reframing refers to critically reflect on what other people define,
understand, and view. Meanwhile, the subjective reframing refers to how the research participants attends t
heir “psychological or cultural assumptions that are the specific reasons for ones conceptual and psychological limitations, the
constitutive processes or conditions of formation of ones experience and beliefs Mezirow, 1998, p. 193. The subjective reframing plays a major role in the
