Transformative Learning

Transformative Learning encompasses three crucial tranches, Reading, Understanding, and Contextualizing the text or information. Everyone is well familiar with the first two segments. Contextualizing the text is rare in our traditional teaching models.
Contextualizing is crucial for boosting creativity, particularly in the teaching models of scientific domains. Contextualizing can be defined as the process of linking ideas, information, or concepts in a coherent sense.

Science has an evolving nature. If you want to get a deep understanding of the theories – you have to link your learning ideas with the old ones – or the concepts which provided a driving force for its existence or discovery.

The contextualizing process is crucial and understandable from multiple academic domains. I will mention one instance from the scientific paradigm. We are familiar with the Photoelectric-effect experiment performed in 1905 by the great scientist of the contemporary age-Albert Einstein.

I observed that our instructors teach it by starting from the experimental setup. They don’t mention the driven questions or mysteries behind this effect. Consequently, pupils don’t get a profound understanding. By following this bling knowledge – input by an instructor – students can’t produce any output in the form of new knowledge and don’t make a source to fulfill the string-like nature of scientific knowledge. Two unsolvable questions urged Einstein to think about from the perspective of Quantum Mechanics- the Maximum K.E of ejected electrons and the dependence of the intensity of light.

The deduction of connections between primary and allied courses can inflate the efficiency of scientific programs. According to the research guide: How to manage science and technology degrees? The teaching model should focus on diagnosis connections between primary and contemporary courses. This strategic approach will build a unidirectional stream of knowledge. The failure of the above prototype will betray the pupils in the flow of information. Accordingly, the efficient outcome of the degree will continue to be affected.
At a managerial level, the monitoring system should watch the mechanism of the degree. Courses connect in higher studies.

Each itinerary is a requisite for a unique subject which is the follow-up for some other. If our watchdog fails to ensure the proposed approach, the quality of education will be worse.
The conjecture of these three parts in a learning paradigm can augment the power of critical analysis. This blend is characteristic of modern – skilled based academia.

The proposed paradigm of transformative learning paradigm does not require costly resources. Reliance on standardized reading material is an opening step in this whole process. Then assiduity toward transferring knowledge to generations can complete the entire process. I have to pinpoint the flaw with a reality-based working framework. However, who is taking the initial step – is ambiguous yet.