NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ883715
Record Type: Journal
Publication Date: 2009
Pages: 30
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1052-4800
Using the Disorienting Dilemma to Promote Transformative Learning
Herbers, M. Sharon; Mullins Nelson, Barbara
Journal on Excellence in College Teaching, v20 n1 p5-34 2009
A disorienting dilemma is a catalyst for change in perspective that may culminate in transformative learning. The authors analyze three activities in higher education that created disorienting dilemmas--a field trip, a service-learning experience, and study abroad. Results indicate that a disorienting dilemma can prompt students and faculty to reflect on assumptions about self and society, leading to deeper self-understanding and increased awareness of faulty assumptions reinforced by one's culture. Reflection and discussion are necessary to develop skills for managing change and, ultimately, to take responsibility for making sense of experience. The process of change is unique to each individual. Educators can assist students in navigating changes in perspective by incorporating strategies that encourage them to think more deeply about and draw from experience. Reflecting on their own learning can enhance educators' ability to foster change in their students. Mezirow's (1978, 1991, 2000) theory of perspective transformation offers a model for understanding and implementing the process of change.
Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.muohuo.edu/ject
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A