Transformative Learning and Transition Theory: Toward Developing the Ability to Facilitate Insight
Abstract
In order to assist college teachers in developing as transformative educators, this essay employs the transition model by Bridges (1980), which is arguably the most influential model among educational and human service practitioners who work with adult learners in transition. The goal is to conceptualize learners' experiences during paradigmatic shifts in their personal epistemologiesor "moments" of insight with regard to a learning topic. Specifically, the discussion draws a distinction between simple and transformative learning, applies Bridges's transition model to transformative learning, and provides a reflective tool for college teachers to develop further their abilities to facilitate student learners' epistemological transitions.
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