Rolf Arnold - Assisted Learning

Figure 3.1: Stages of transformative learning

Transformative learning is deception learning . The learning process is a deception, i.e., a liberation from earlier self-deceptions, to which our individualization process has led us. This involves the giving up of our own familiar and sticky adhesive forms of thinking, feeling and acting. This transformation is difficult and requires special courage on the part of those who accept it and special didactic and guidance skill on the part of the person who initiates such a process and accompanies it as a coach or facilitator. This is because it has to do with redesigning self-identity, while fully conscious and without anesthesia. “To see and hear, what is there” (Virginia Satir) is the blueprint for this process of de-perception, in which previous self-deceptions are overcome and appropriate ways of dealing with reality can develop, which will prevent us from repeating the same patterns over and over again.

Access to the familiar world of accusations and depression is increasingly blocked as changed feelings obstruct the process. What emerges is a form of deliberate life. This often allows individuals to actually develop for the first time their own energy in the context of what really exists. It requires a transformation of existing meanings by not only allowing new interpretations, but also by sharing them. This step to an “open mind” (Scharmer 2005, p. 12) cannot be achieved through instruction, argumentation, or even dispute, but by a new and changed emotion. It seems to be the “open heart” that creates the conditions to experience anew and also to express this new experience - a mutual relationship of these two learning streams that is still somewhat unclear in the concept of C.O. Scharmer. Although unclear too is the inclusion of the spiritual competence, which motivates the will to be open, so we can allow ourselves in-the-world being and acting experiences. For Scharmer, it is nevertheless an “internal effort” that can help bring out the “the deeper levels of social development” in managers and those responsible for the development and shaping of social actions.

Self-reflection 5:Why are deceptions a necessary condition for transformative learning? What exactly gets “deceived”?

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