At HSM training we believe that training should count for something more than just sharing knowledge. We deliver a lot of training relating to high risk environments. It is here that the need for people to change how they behave can be absolutely critical. In many of our courses the goal is to achieve long term behavioral change for those attending. This is not an easy task. Below is an article on the education theory relating to such training. The article is taken from our book Understanding Ego Defense Mechanisms - A guide for educators

Transformative Learning

New knowledge is one thing. How to use it another. But changing who we are, is something else again. If we are seeking long-term behaviour change in our students, then what is required is that we change aspects of their value system. If we want to be as sure as we ever can be, about how a student will perform under a given set of circumstances, then transformative learning is one tool we can use.

Transformative learning is a theory that uses disorienting dilemmas to challenge students’ thinking. Students are encouraged to use critical thinking and questioning to consider if their underlying assumptions and beliefs about the world, are accurate.

Mezirow (2009) describes transformative learning as: “learning that transforms problematic frames of reference to make them more inclusive, discriminating, reflective, open, and emotionally able to change."

Mezirow believed that transformation usually resulted from a "disorienting dilemma" which was triggered by a life crisis or major life transition. It may also result from an accumulation of alterations over a period. In transformative learning these type of predicaments, can be created by an educator, with the intention of bringing about transformation.

Transformative learning involves a process of "perspective transformation". This has three elements:

1. Psychological – changes in how we view and understand ourselves.

2. Convictional – changes of our value system.

3. Behavioural – changes in how we behave.

Disorientation is a central aspect of transformative learning and one which must be introduced by the educator if the learning is to take place, Getting the right level of disorientation is key. Too little and the transformation won’t happen; too much and the student will withdraw or become openly aggressive. For the students, they will find themselves in a crisis like situation and one which is both unavoidable and requiring an urgent need to change. In order to ‘survive’, change is necessary.

Transformative learning is likely to have a profound effect on students, with some describing it as ‘life changing’. In delivering this type of training the educator must know what they are trying to achieve and know exactly what they are doing. It is very likely that students will react vigorously when the disorientation occurs, with any and every defence mechanism coming into play.

Mezirow, J. (2009). Transformative learning theory. In J. Mezirow, and E. W. Taylor (Eds), Transformative Learning in Practise: Insights from Community. San Francisco, CA: Jossey-Bass.