{"id":22254,"date":"2018-12-13T09:42:21","date_gmt":"2018-12-13T14:42:21","guid":{"rendered":"https:\/\/ced.ncsu.edu\/news-new\/?p=22254"},"modified":"2019-01-30T11:12:58","modified_gmt":"2019-01-30T16:12:58","slug":"putting-transformative-learning-theory-into-perspective","status":"publish","type":"post","link":"https:\/\/ced.ncsu.edu\/news\/2018\/12\/13\/putting-transformative-learning-theory-into-perspective\/","title":{"rendered":"Putting Transformative Learning Theory into Perspective"},"content":{"rendered":"
\"A<\/a>
Chad Hoggan<\/figcaption><\/figure>\n

Chad Hoggan<\/a> felt relieved when he first learned of Mezirow\u2019s transformative learning theory in his master\u2019s program. The learning theory that uses dramatic events as a means of challenging students\u2019 thinking helped him process some of his own learning experiences as an adult. He\u2019s been drawn to researching how and why people go through dramatic personal change ever since.<\/p>\n

For nearly a decade, Hoggan — now an associate professor of adult, workforce, and continuing professional education in NC State College of Education’s Department of Educational Leadership, Policy, and Human Development — has studied military veterans, breast cancer survivors and, most recently, community college students. But his research and recommendations that provide clarity to the theory is his most popular work.<\/p>\n

[spotlight-box label=”Another Top Hit for Hoggan” img=”” heading=”” cta=”Read the article” url=”https:\/\/journals.sagepub.com\/doi\/full\/10.1177\/0741713616674076″]\u201cTransformative Learning as a Metatheory: Definition, Criteria, and Typology\u201d is not the only popular article on Adult Education Quarterly that Hoggan has published. An article he wrote with Kaisu M\u00e4lkki and Fergel Finnegan, \u201cDeveloping the Theory of Perspective Transformation Continuity, Intersubjectivity, and Emancipatory Praxis,\u201d is on Adult Education Quarterly\u2019s Top 3 Most Read Articles list for the past six months.[\/spotlight-box]<\/p>\n

His article \u201cTransformative Learning as a Metatheory: Definition, Criteria, and Typology\u201d is Adult Education Quarterly\u2019s most cited article in the past three years and it’s fourth most read article in the past three months. Since its publication online in November 2015, the article has amassed more than 2,000 downloads and 18 citations.<\/p>\n

In the article, Hoggan details why it is important for scholars and students alike to gain clarity around the terms associated with transformative learning theory and why scholars should avoid using the theory as a one-size-fits-all approach to adult education.<\/p>\n

\u201cI developed a typology of transformative learning outcomes and criteria so researchers could evaluate learning experiences, and use the theory as it was intended,\u201d Hoggan said. \u201cIf we can talk about how a learning experience is transformative through deep, broad and permanent characteristics, we\u2019re all using the same language.\u201d<\/p>\n

3 Takeaways from Hoggan\u2019s Article<\/h4>\n