response post (at least 70-80 words) must be supportive and
encouraging. You
continue the conversation with a
Original Discussion Post Question:
Discussion
Post: In two to three paragraphs, discuss how you, as the adult
educator or trainer, would use Transformative Learning, adults’
experiences, and either Embodied, Spiritual, or Narrative Learning in a
lesson or training session?
1st post :
Brandi Richardson
posted:
Discussion
Post Response that has to be responded to:
At MU Extension transformative learning is a key element in all
programming efforts. Specialists who deliver education seek the
experiences of those attending as a source of peer education for the
class. Extension classes are typically geared towards adults to enhance
or improve already established goals. Further, research is often
simultaneously being conducted by participants to see what is working
and not helpful for a variety of educational topics.
Within the many subject areas covered through extension education,
embodied, spiritual, and narrative all occur. For example, Taking Care
of You is a well-being class designed to improve overall well-being and
stress management. Participants are encouraged to share and explore
spiritual practices as a core element of increasing well-being. In many
agriculture classes narrative learning often takes place or is more
focused.
In every extension class, it is expected and encouraged that personal
experiences be shared to create an atmosphere of shared education that
will enrich the educational experience for all.
Merriam, S. B., & Baumgartner, L. (2020a). Learning in adulthood: A comprehensive guide. Jossey-Bass.
2nd post:
Brandon Clark
posted:
As
an adult trainer I would aim to establish a learning environment among
my trainees and myself where the trainees’ experiences, reflection and
narrative guided and informed the learning. Experience is one of the key
concepts of transformative learning (p. 182). Each participant brings
with them their own personal repository of experiences, collected
through their daily work lives as well as previous educational
attainment and social interactions. These experiences would not only
inform individual participants’ own learning, but could also prove to be
valuable education for the entire group. I would ask participants to
reflect critically upon their own experiences to determine their
learning goals in an effort to enrich the overall learning experience of
the group.
Narrative
learning is learning through stories (p. 257) and by relaying and
sharing their stories adults would have a direct impact upon the
learning experience for everyone, including myself as the trainer. By
encouraging participants to draw from their experiences and share them,
as they were comfortable doing so, each participant would be acting as a
co-trainer. Through these activities of reflecting on and sharing each
other’s experiences the group would be engaging in transformational
learning and forming a community of practice (p. 222) where the
collective knowledge of the group becomes greater than the initial
knowledge base of each additional learner.
Merriam, S. B., & Baumgartner, L. M. (2020). Learning in adulthood: A comprehensive guide. Hoboken, NJ: Jossey-Bass.