Transformative Learning by Julia Callaghan

 Julia Callaghan, EDAC 634 Assignment 6 - Transformative Learning

Project Title: The personal and global effects of consumerism: Can we make a difference? Will we make a difference? Let’s crunch some numbers! 

Goal: The goal of this sustainability-themed math lesson is to help students recognize the impact of their own everyday consumption so they will be compelled to start making positive change.

Objectives: By completing this lesson, students will:

• Learn about the individual and worldwide effects of consumerism
• Apply nationwide consumerism statistics in the context of their personal lives
• Think critically and reflect on their individual and household consumption habits
• Commit to making one change to reduce their consumer impact

Rationales: This lesson focuses on the planetary view of transformative learning using Mezirow’s psychocritical four-component model      as a framework for the design. 

• The planetary view of transformative learning emphasizes the connection between the individual and their environment. Planetary consciousness is the goal of the planetary perspective; the individual should be aware oftheir physical connection to their community, planet Earth, and the universe as a whole (Merriam & Baumgartner, 2020). 
• Mezirow theorized that “transformative learning occurs when there is a transformation in one of our beliefs or attitudes, or a transformation of our entire perspective” (Merriam & Baumgartner, 2020, p. 169). The four main components of Mezirow’s model are: experience, critical reflection, reflective discourse, and action. The learner must reflect on their experience, engage in dialogue about their new worldview with others, and act with their new perspective in mind in the future (Merriam & Baumgartner, 2020). 

Design:

Module	Activity
Module 1 Experience	Explain that today’s math lesson will have a sustainability focus.  Begin by asking the class to think about this question: (1) What are some ways you can reduce your environmental impact, or “carbon footprint”? Show the following two videos to the class, asking them to take notes on the statistics used in the videos: The carbon footprint of consumption | Diana Ivanova | TEDxTrondheim

 Links to an external site.

~11 minutes

How Consumerism Ruins Our Planet and Finances

Links to an external site. ~9.5 minutes (cut/mute during the inappropriate bit at the end)
Module 2 Critical Reflection	Hand out this worksheet that contains math problems associated with the data presented in the videos: Making consumerism personal: Doing the math.pdf

Download Making consumerism personal: Doing the math.pdf Students will complete the worksheet individually. Once they are finished, ask them to reflect on their findings. Have them write down their thoughts on the following prompt: Many people believe that their individual actions to reduce, reuse, and recycle won’t make a difference in the environment. They believe big corporations, fossil-fuel burning industries, and rich people with private jets are more responsible for making change. Based on the numbers you calculated in the worksheet, what would you say to someone who thinks this way?
Module 3 Reflective Discourse	Have the class break into small groups to discuss the following prompts: In the first video, the speaker begins by saying: “What if I told you that you will not make big cuts to your environmental footprint by taking shorter showers or switching off the lights? And that the real impact that we have on the environmentactually comes from something else?” Think back on your answer to question (1) from above. Is your answer to that question different now? How so? The speaker in the first video states: “Our current culture of consumerism is entirely unsustainable as it encourages us to live beyond our planet’s limits.” The speaker in the second video offers this optimistic outlook: “If we can cut down on our consumption and escape this cult of buying more that has been drilled into us from years and years of advertisements then I believe we can help save our wallets, our peace of mind, and our planet all at the same time.” Of the suggestions mentioned in the video for reducing their consumerist impact, are there any they would consider implementing in their own life?
Module 4 Action	Hand out a “Consumption” checklist to each student. Ask them to choose one item on the list and commit to implementing that change today. Then ask them to take the checklist home and put it on their refrigerator, with the goal of checking off 10-15 items in the next year. retreived from Google Images: Consumption Checklist.pdf

Links to an external site.

 

Connection between activities and transformative learning:

In the first module, students are asked to consider what they think they know about reducing their environmental footprint. This is the viewpoint that will be challenged (or transformed) in this lesson. Students are shown two videosthat will likely open their eyes to a new perspective: while small changes (like using less water in the shower or shutting lights off when not in use) can help reduce our impact, it is the overconsumption of processed goods that is a leading cause of environmental problems. Using film to introduce viewpoints can promote critical reflection and transformative learning (Merriam & Baumgartner, 2020). 

The videos, coupled with the worksheet in the second module, will set in motion the transformative learning process. The math in the worksheet is meant to personalize the data shown in the video, as well as elicit surprise and emotion. Mezirow emphasized that the emotions of fear, anger, guilt, and shame can play a role in transformative learning (Merriam & Baumgartner, 2020). The prompts in the second and third modules allow students to reflect critically on their prior assumptions about the topic of personal environmental impact, and to discuss their viewpoints with their peers. Students will examine whether they have transformed their previous viewpoint. 

Finally, students will be asked to take action based on their new understanding of consumption. According to the reading, individual perspective transformation precedes social transformation (Merriam & Baumgartner, 2020). Individuals can make a difference, and we can certainly do more together! At the heart of all the modules is the planetary perspective: “Education within the context of “transformative vision” keeps concerns for the planet always at the forefront”, (O’Sullivan, 2002, p. 62). 

References:

 

Merriam, S.B., & Baumgartner, L. (2020). Learning in adulthood (4th ed.). San Francisco: Jossey-Bass.

O’Sullivan, Edmund. (2002). What kind of education should you experience at a university. Canadian Journal of Environmental Education, 7(2). 54-72.
https://files.eric.ed.gov/fulltext/EJ661768.pdf

 Links to an external site.