In my classrooms, I aim for students to experience transformative learning. This type of learning has been described as “the process by which we transform our taken-for-granted frames of reference, e.g., perspectives, habits of mind, mind-sets, to make them more inclusive, discriminating, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action” (Mezirow, 2000, p. 8). Transformative experiences positively impact learning, increase the development of transferable skills, grow career aspirations and heighten conceptual adaption (Girod, Twyman, & Wojcikiewicz, 2010; Heddy & Sinatra, 2013; Pugh, 2002; Pugh, Linnenbrink-Garcia, Koskey, Stewart, & Manzey, 2010).
Educational psychologist Kevin Pugh has posited three elements that characterize a transformative learning experience 1) motivation for use 2) experiential value and 3) expansion of perception (Pugh, 2002). Part of the approach to transformative learning is related to the philosophical approaches discussed previously, critical pedagogy, student-centered learning, and attention to diversity equity and inclusion. I have also designed the unit with the three elements outlined by Pugh at the center of learning activities and assessments. Much like critical pedagogy, transformative learning calls for a process of learning, unlearning, and relearning (Klein, 2008; Wink, 2011). This unit guides students through this process of considering international philanthropy and nonprofits through many different lenses and culminates with final considerations of future use and value.