Are Extension Educators Transformers?

The public value approach to securing support for Extension holds that public value arises when program participants adopt behaviors–make choices–that benefit others. The key to maximizing public value is to design educational outreach programs that increase the incidence of beneficial behaviors. But, how to do this? How can–and do–Extension programs help participants make choices that are different from what their prior experiences and perceptions would lead them to choose?

Nancy Franz, in a 2007 Journal of Extension article, “Adult Education Theories: Informing Cooperative Extension’s Transformation,” suggests that one route to behavior change is through Jack Mezirow’s theory of “Transformational Learning”(1). Franz writes:

“Adult education theories of transformative learning and critical reflection are especially pertinent to inform successful transformation because they focus on developing more participatory learning. These theories suggest that Extension should create opportunities for learners to experience disorienting dilemmas, critically reflect on their assumptions, and facilitate how to learn not just what to learn.” [Emphasis added.]

When Extension educators create the right environments for transformative learning to occur, transformation is more likely to happen, and with it, changes in choices and behaviors. In short, Extension educators can increase their impact–and their programs’ public value–by acting as “transformers.” As an example, in a more recent JOE article, “Catalyzing Transformation: Conditions in Extension Educational Environments that Promote Change,” Franz and team of co-authors assess whether the conditions for transformative learning are present in two cases: Cornell Cooperative Extension agent/specialist work teams and Virginia 4-H camps.

In the first JOE article, Franz repeats Mezirow’s ten steps that a “transformative learner” might take (1):

1. Experience a disorienting dilemma
2. Undergo self-examination
3. Conduct a deep assessment of personal role assumptions and alienation created by new roles
4. Share and analyze personal discontent and similar experiences with others
5. Explore options for new ways of acting
6. Build competence and self-confidence in new roles
7. Plan a course of action
8. Acquire knowledge and skills for action
9. Try new roles and assess feedback
10. Reintegrate into society with a new perspective

While none of these steps explicitly says, “Do things differently than they would have done before,” it is easy to imagine that exploring options for new ways of acting, planning a course of action, and acquiring knowledge and skills for action could lead to behavior change. Is setting the scene for transformative learning enough, however? Or is there some additional action Extension must take to increase the likelihood that program participants act on their new perspectives?

(1) Mezirow, J. (Ed.). (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.