Mezirow's Transformational Learning Theory and Alternative Health Therapeutics of Mind, Body

198 Pages·2017·0.46 MB·English

University of Missouri, St. Louis
IRL @ UMSL
Dissertations UMSL Graduate Works
12-24-2008
Mezirow's Transformational Learning Theory and
Alternative Health Therapeutics of Mind, Body, and
Spirit
Lewis Edward Blackwell
University of Missouri-St. Louis, [email protected]
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MEZIROW’S TRANSFORMATIONAL LEARNING THEORY AND ALTERNATIVE

HEALTH THERAPEUTICS OF MIND, BODY, AND SPIRIT

by

LEWIS EDWARD BLACKWELL

BA, Classics & English, Washington University-St. Louis, Missouri, 1970
MDIV, Pastoral Ministry, Andrews University, Berrien Springs, Michigan, 1974
Chaplain’s Certification (Internship), Barnes Hospital, St. Louis, Missouri, 1982
Chaplain’s Certification (Residency), Barnes Hospital, St. Louis, Missouri, 1994
MA, Religious Studies, Washington University, St. Louis, Missouri, 1999
MEd, Education, University of Missouri-St. Louis, 2003

A DISSERTATION

Submitted to the Graduate School of the

UNIVERSITY OF MISSOURI-ST LOUIS
In partial fulfillment of the requirements for the Degree
DOCTOR OF PHILOSOPHY

IN
EDUCATION
with an emphasis on Adult Education

November, 2008

Advisory Committee

E. Paulette Isaac-Savage, Ed.D.
Chairperson
: Wolfgang Althof, Ph.D.
John Henschke, Ed.D.
Vetta Sanders-Thompson, Ph.D.

© Copyright 2008
Lewis Edward Blackwell
All Rights Reserved
i
UNIVERSITY OF MISSOURI-ST. LOUIS
GRADUATE SCHOOL

October 20, 2008

We hereby recommend that the dissertation by:

LEWIS E. BLACKWELL

Entitled:
MEZIROW’S TRANSFORMATIONAL LEARNING THEORY AND ALTERNATIVE

HEALTH THERAPEUTICS OF MIND, BODY, AND SPIRIT

Be accepted in partial fulfillment of the requirements for the degree of:
Doctor of Philosophy in Education

Dr. E. Paulette Isaac-Savage, Chairperson Dr. John A. Henschke, Committee
Member

Dr. Wolfgang Althof, Committee Member Dr. Vetta Sanders-Thompson, Committee
Member
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Abstract
An illness, like prostate cancer, brings crisis to our experience and confuses the
structure of our reality as well as disturbs our meaning which is upheld by interpretive
imagery. Hence, recovery involves a learning experience that consists of a reflective,
educational, and spiritual process to rebuild and reconstruct meaning through the use and
transformation of our images and themes to create meaning.
The purpose of the research was to investigate the meaning of the illness
experience through the lens of transformational learning theory. As such, one-on-one
interviews were conducted with 10 African American men who lived in large
metropolitan areas in the Midwestern U.S. Each had recovered from prostate cancer. All
but one of the men had surgery to remove the prostate. They ranged in age from 50s to
70s.
Using thematic analysis 15 themes were identified which explained the men’s
experience with prostate cancer. The concept of blessing united all 15 themes and even
united their imagery. Imagery of blessing is linked to the concept of original blessing;
the place of origins for ontology and epistemology. This imaged concept when translated
into more Western language means that health and wellness involves issues of self-
knowledge and origins. Reflection on these questions in transformational mode and in
particular context can help to bring about hope and health.
Although some men have died from prostate cancer, the men in this study had
transformational experiences and survived. They used their experience with prostate
cancer to educate other men about it. This study has implications for adult and health
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educators as well as physicians and pastors. Issues of education and health are clearly
intertwined and, therefore, require interdisciplinary interest and cooperation.
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Acknowledgements

The completion of this dissertation would not be possible without the support, the
guidance, and the effort of my committee members: Dr. E. Paulette Isaac-Savage, Dr.
John Henschke, Dr. Wolfgang Althof, and Dr. Vetta Sanders-Thompson. I would like to
especially thank my chair, Dr. Isaac-Savage, who has been a challenger and mentor. I
would like to thank my other professors: Dr. Mary Cooper, Dr. Elaine Sweeney, and the
late Dr. Everett Nance.
Secondly, I would like to thank my participants. I appreciate them greatly. I feel
I have made a new set of friends. These men have inspired in the way they have
overcome the challenge of illness and inspired others to follow their lead.
Lastly, I would like to thank my family, especially my wife, Gloria, for coping
and helping to sustain me during a challenging time. I also would like to thank my
children and stepchildren: Lewis, Monica, Brian, and Oluwakemi.
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TABLE OF CONTENTS

Abstract ii
……………………..………………………………………………………
Acknowledgements………………………………………………………….…… iv
…
List of Tables ………………………………………………………………………. ix
Chapter One: Introduction ………………………………………………………… 1
Increasing Diversity Impacts Science, Medicine, and Holistic Health ………….. 4
New Science, Medicine, and Spirituality 5
…………………………………………
Alternative Health Therapeutics ………………………………………................ 12
Spirituality and Adult Education …………………………………………........... 16
Transformational Learning…….……………………………………….…........... 16
Life Events ……………………………………………………………….…........ 21
Problem Statement ………………………………………………………..…....... 23
Research Questions ………………………………………………………..…...... 23
Purpose of the Study 23
………………………………………………………….......
Significance of the Study 23
………………………………………………….….......
Definitions 24
….…………………………………………………………………......
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Summary ….…………………………………………………………………....... 25
Chapter Two: Literature Review ………………………………………………….. 27
Holistic Health …………………………………………………………………… 27
Holism as a Fundamental Concept in Alternative Medicine………………. ……. 27
Origins of Mind-Body Concept …………………………………………………. 28
Education as a Process through Mind-Body Transformation 29
…………………….
Alternative Health as Transformation of 30
Experience……………………………….
Experience and Interpretation 33
………………………………………………………
Spirituality and Adult Education................................................................................ 35
Spirituality and Medicine ……………………………………………………… 36
Adult Education……………………………………………………………………. 38
Adult Education and Spirituality ………………………………………………… 46
Adult Education and Meaning …………………………………………………… 50
Adult Education and Experience and Life Events ……………………………….. 51
Transformational Learning …………………………………………………............ 54
Transformation and Medicine 55
…..………………………………………………..
Transformation, Social Forces, Spirituality, and Democracy 58
…………………….
Transformation and Public Health ……………………………………................. 60
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Transformational Learning, Dewey, Penfield, and Mezirow …………................. 65
Life Events …………………………………………………………………… 73
……
Individual Life Events …………………………………………………………… 75
Perception and Life Events………………………………………………………. 76
Life Events and Symbols………………………………………………………… 79
Life Events and Society…………………………………………………………. 81
Summary ………………………………………………………………………….. 82
Chapter Three: Methodology…………………………………………………….. 84
Sample ……………………………………………………………………………. 86
Data Collection …………………………………………………………………… 86
Interviews ………………………………………………………………………. 87
Data Analysis ……………………………………………………………………... 88
Relevance of the Researcher’s Identity as Hospital Chaplain for the 91
Investigation …………………………………………………………………
Researcher’s Background ………………………………………………………. 93
Summary ………………………………………………………………………….. 93
Chapter Four: Analysis of Individual Interview Data…………………………….. 95
Participants………………………………………………………………………… 96

George…………………………………………………………………………… 100
Gordon…………………………………………………………………………… 106
Franklin………………………………………………………………………….. 108
Bill………………………………………………………………………………. 109
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Brandon…………………………………………………………………………. 110
Jacob…………………………………………………………………………….. 111
Thomas………………………………………………………………………….. 112
Philip……………………………………………………………………………. 100
Richard………………………………………………………………………….. 100

David…………………………………………………………………………….. 101
Narrative and Thematic Analysis………………………………………………. 101

George………………………………………………………………………….. 101
Gordon………………………………………………………………………… 107
Franklin……………………………………………………………………… 109
Bill…………………………………………………………………………… 110
Brandon……………………………………………………………………… 111
Jacob…………………………………………………………………………… 112
Thomas…………………………………………………………………………. 113
Philip………………………………………………………………………… 113
Richard………………………………………………………………………… 114

David………………………………………………………………………… 111
4
Chapter Five: Themes…....…………………………………………………… 117
Life as Fictionally Apprehended………………………………………….. 101
Life as Comic………………………………………………………………… 119
Positive Attitude as Discipline……………………………………………… 121
Spirituality as a Therapeutic Process…………………………………………. 122
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