What are transitions and why are they relevant to adult learning?
Transitions simply defined are periods of change that signal instability in an individual’s life structure. The life structure of a person is the sequence of events, characterized by moments of stability or permanence followed by moments of change (Levinson and Levinson, 1996). The life structure “is solidified and maintained during stable periods and then questioned and changed during transitional periods” (Merriam, 2005, p. 3). This changing sequence of events is connected to the different roles adults assume in the society and we can conceive transitions as movement from one social role or position to another. One example of this is the movement from being single to being married. Consequently, discourse about transitions typically occurs in relation to life structures. Transitions are important in adult learning because myriad theorist have opined that learning is a product of life experiences and since transitions are a certain type of experience, it follows that the field of adult education would benefit from further inquiry into the relationship between transitions and learning.
Models of the transition process
Different models have emerged that set out to explain the process of transition. These models describe in detail the component aspects of the transition experience, in order to highlight possible avenues for adult learning. One prominent model of transition is Bridges's model. Bridges is of the opinion that transitions begin with the end of one phase of life. This involves adults jettisoning prior frame of reference occasioned by a new experience that can not fit into the prior framework. Endings are typically characterized by confusion, fear of the unknown and primal urge to hold on to the past and reluctance to let go. Ultimately, endings involves taking the emotionally difficult step of letting go of past assumptions and presuppositions about an experience, and this leads to opening oneself up to new frameworks for understanding the experience.
The next stage in Bridge's model is called the neutral zone. The neutral zone depicts a temporary point that bridges the ending from a new beginning. It is point were individuals are open to alternative explanations and frameworks and in fact actively seek new information and explanations that would help them make sense of the experience. In the neutral zone " neither the old ways nor the new ways work satisfactorily" (Bridges, 1990). Everything seems to be in flux as a plethora of models, information and opportunities inundate the individual. Here the individual is bereft of taken for granted world views, presuppositions and indeed identity and the individual is forced to reorient and redefine experiences. The neutral zone is characterized by curiosity and inquiry and this leads to the adoption of new frameworks and the redefinition of identity, described as new beginnings by Bridges. New beginnings are the last stage in the model and they represent the point where the adult adopts a new schema , identity or framework by which they can better understand experiences and make meaning of life. Below is an illustration of Bridges model:
The next stage in Bridge's model is called the neutral zone. The neutral zone depicts a temporary point that bridges the ending from a new beginning. It is point were individuals are open to alternative explanations and frameworks and in fact actively seek new information and explanations that would help them make sense of the experience. In the neutral zone " neither the old ways nor the new ways work satisfactorily" (Bridges, 1990). Everything seems to be in flux as a plethora of models, information and opportunities inundate the individual. Here the individual is bereft of taken for granted world views, presuppositions and indeed identity and the individual is forced to reorient and redefine experiences. The neutral zone is characterized by curiosity and inquiry and this leads to the adoption of new frameworks and the redefinition of identity, described as new beginnings by Bridges. New beginnings are the last stage in the model and they represent the point where the adult adopts a new schema , identity or framework by which they can better understand experiences and make meaning of life. Below is an illustration of Bridges model: