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
21 transformative learning because it allows the research participants to critically
attend to their own assumptions. Furthermore, Mezirow 1998 explains some components in the critical self reflection on assumptions. The illustration is as
follow:
Figure. 2.2- Diagrammatic R epresentation of Mezirow’s 1998 Taxonomy of Critical Self-
Reflection on Assumptions
Mezirow 1998 explains the terms of objective and subjective reframing. According to him,
“Objective reframing is either a a narrative critical reflection of assumptions and requires critically examining something that was being
communicated to a person e,g., a colleague tells you that attending a 2- hour educational technology workshop is not worth the time spent on it
or b an action critical reflection of assumptions and requires taking moment to critically consider one’s own assumption in a task-oriented
problem-solving situation to define the problem itself e.g., considering
22 what you believe would constitute the worth of an educational
technology project” as cited in Kitchenham, 2008, p. 117
Subjective reframing covers four terms. They are narrative, systemic, therapeutic, and epistemic as cited in Kitchenham, 2008, p. 117. To elaborate these four
terms, Mezirow gives an illustration. The illustration is as follows: a.
Narrative critical self-reflection on assumption is the application of narrative reflection to oneself. For example, a teacher, who is told, by a fellow teacher,
that the time spent on creating a Power Point-based interactive game is not worth it, considers the amount of teacher time devoted to the creation of that
game, adds that amount to how long the students are engaged in the activity, and decides that the hours devoted to the creation of the game outweigh the
benefits. This demonstrates narrative self-critical reflection on assumptions as the teacher critically examined something communicated to him or her i.e.,
narrative reflection of assumptions, considered the problem as applied to himself or herself, and came to a resolution.
b. Systemic critical reflection on assumptions is going to beyond the action
critical reflection to self-reflect on taken-for-granted cultural influences, which might be organizational e.g., workplace or moral-ethical e.g., social norms.
A teacher, who self-reflects on the assumption that he or she cannot learn how to create Web pages because of his or her age and realises that his or her age is
irrelevant to the learning process is demonstrating systemic critical reflection on assumptions.
c. Therapeutic critical self-reflection on assumptions is examining one’s
problematic feelings and their related consequences. When a teacher reflects
