Theories linking transitions and adult learning
Prominent theorist in the field of adult education have identified experience as a key element of the learning process, with some theorist like Dewey noting that “all genuine education comes about through experience” (Merriam, Caffarella and Baumgartner, 2007, p.162) It is in this context that experiential learning theory becomes relevant as it details how transitional experiences in life can produce opportunities for learning in adults. Experiential learning theorist set out to identify and describe the different types of experiences that could produce learning using theoretical models. This is necessary because some theorists are of the opinion that not all experiences have educative or learning value. In fact Dewey notes that some experiences actually “distort growth….narrow the field of further experiences…. And places people in a groove or rut” (Merriam, Caffarella and Baumgartner, 2007, p.162). Other theorist like Jarvis believe that “even mis-educative experiences may be regarded as learning experiences” (Merriam et al, 2007, p.100). One important theory related to transitions is Jarvis's experiential learning theory.
Jarvis's experiential learning theory:
Jarvis notes that all learning begins with experience, but specifically he identifies “disjunctures” as the starting point of the learning process. A disjuncture occurs when our prior-knowledge proves insufficient to address a problem we experience and creates disequilibrium and discomfort in our lives. Disjunctures are thus unique experiences because they are “puzzling and disquieting enough for us not to reject or ignore, but to attend to it and reflect on it” (Merriam, 2005, p.8). It is this state of being puzzled and unsettled occasioned by the disjuncture that breeds critical reflection which in turn triggers learning. In this light, life transitions are unique experiences that can be seen as quintessential “disjunctures” that jar us out of our taken-for-granted worldviews and prompts us to seek new information and explanatory models to understand the experience and thus stimulates learning. Below is a model that details the nature of the experience that occasions learning and how transformative learning ensues.
A look at Jarvis's model reveals that for him learning from experience or transitions is a process that engages the whole human being. The emotional, the cognitive and social aspects of human existence are all considered in addressing transitions encountered in the life world. In this context, the meaning ascribed to transitions is conceived as socially constructed and Jarvis opines is a product of emotion, thought and action. Thus when complex circumstances arise as a result of transitions experienced. Recourse is made to the meaning derived from the three aspects of human life.