Las singularidades de la violencia de género.

authors (Baumgartner, 2002; Mezirow, 1981) see transformation starting with a disorienting dilemma whereas other authors posit that transformative learning may begin unnoticed (Kovan & Dirkx, 2003; Nohl, 2015). It has also been argued that transformative learning may be gradual, incremental and cumulative (Mezirow, 1997; Taylor & Cranton, 2012). Regardless of differences in the approaches of transformative learning, all involve transformation of what Mezirow (1991; 2000; 2003) calls a meaning perspective. This means that learning is not purely ‘‘informational’’ (Kegan, 2000, p. 48) as it confronts prior ways of “thinking, feeling, or acting and results in thought, commitment and action” (Dix, 2016, p. 140). Theories that impact on transformative learning are moments of insight and liminal spaces.

2.9.1 Moments of insight

Individual participants can learn when they experience a challenging learning experience, as it includes “the unexpected, high stakes, complexity, pressure and novelty” (McCall, 2010, p. 4). During a challenging learning experience,

participants can feel deep shifts in perspective during which they may suddenly see themselves and the world from a different perspective – this can be called an epiphany (Denzin, 1989), turning points (Pillemer, 1998), critical moments (Bedeian, 2007; De Haan, 2008; Giordano, 2004), sacred learning moments (Tissdell, 2008), aha moments (Longhurst, 2006) and gaining insight (Topolinski & Reber, 2010). As part of the reflection process during BDAL the action learning facilitator in the sample from this present study uses the word aha moments when they reflect with the participants in the set. In addition the researcher used the word aha moments as one of the interview questions. De Haan, Bertie, Day and Longhurst (2006, p. 63) views an “aha moment” as a conscious experience of the individual, which leads to an understanding of oneself or identifying a solution to a problem. Longhurst’s (2006) definition of aha moments is profoundly different from insights of a problem solving, purely cognitive nature. Aha moments are the crucial means by which participants can achieve transformative learning rather than just a behavioural change (Longhurst, 2006). Sills (2010, p. 609) describe this aha moment as being “significant, urgent, exciting or disturbing.”

Learning that causes a pivotal change most often begins with an aha moment which functions as a trigger for change (Henderson & Bastnagel cited in Denmark & Paludi, 2018). However, an aha moment only results in change if participants take time to reflect on it before it can result in a change of thinking (Henderson & Bastnagel cited in Denmark & Paludi, 2018). Sometimes learning will result in a small change, but can also result in transformative learning (Mezirow, 1991). Transformation can take place incrementally or abruptly in the form of a simple transformation or a radical transformation of perspective (Merriam, Caffarella & Baumgartner, 2007).

Moments of insight are specific and identifiable moments that are transformative for the participant (Giordano, 2004). There are contrasting views regarding when a moment of insight can take place. Wilber (1989) takes a developmental theorist view and describes moments of insight as more gradual, staged affairs and Giordano (2004) asserts that insights are personal, rare and require time before the participant recognises their significance. In contrast, the experience of moments of insight can include suddenness, where the solution of the

problem bursts into mind suddenly and surprisingly and can be seen as a turning point for learning (Bedeian, 2007; Topolinski & Reber, 2010).

Research has examined insight from a brain process (Kounios & Beeman, 2009; Metcalfe & Wiebe, 1987), however there is little phenomenological explanation from an experience view of insight (Topolinski & Reber, 2010), especially insight gained during a management development programme. Orum (2003, p. 387) wrote, “as a phenomenon, moments of insight are fascinating, highly generative of theory and worthy of more research.”

2.9.2 Liminal space and threshold concepts

The idea of liminal space has remained relatively unclear in literature (Land, Rattray & Vivian, 2014). Land et al. (2014, p. 199) see liminal space as a “transformative state in the process of learning in which there is a reformulation of the learner’s meaning frame and an accompanying shift in the learner’s ontology or subjectivity”. The Latin word ‘limen’ means “threshold” (Meyer & Land, 2005, p. 12). The term “threshold concept” is used to describe liminal space as it is a state “akin to a portal, opening up a new and previously inaccessible way of thinking about something” (Meyer & Land, 2005, p. 1). The reason to consider liminal space is that the participant could be in a state of transformation during BDAL and it is this liminal space that might precede individual transformative learning.

These threshold concepts are often disturbing for the participant, as they require a letting go of customary ways of seeing things that are familiar for them (Land et al., 2014). Threshold concepts aggravate a state of liminality, which is a space of transformation in which the transition from an initial understanding (or practice) to that which is needed is achieved (Land et al., 2014). Liminality occurs when the participant has left behind their previous self but has not yet become their new self, which results in a feeling of lack of progress (Kiley, 2015). The insights gained when the participant is in a state of liminality can be unsettling and can involve a sense of loss, as noted by Palmer (2001, p. 4):

The truth or insight may be a pleasant awakening or rob one of an illusion; the understanding itself is morally neutral. The quicksilver flash of insight may make one rich or poor in an instant.

An addition to liminality there is also the theory of being stuck or stuckness (Halstead, 1998). Halstead’s (1998) view is that stuckness occurs when the participant believes that what they are doing is right and that any other course of action is wrong. Consequently, when the solution fails, instead of trying a whole new strategy, the participant tries more of the same thing. An additional consequence of stuckness is a lack of self-awareness, as participants sometimes do not see the cycles in which they are stuck. Kahneman (2013) calls this being “blind to our own blindness”. Vince (2008) confirms that participants can experience stuckness, avoidance or learning inaction and that some form of intervention is necessary. Stuckness occurs when participants have a self-confirming belief and use their intuition and pre-programming rather than analysis (Craig & Kohl, 2014).

Even though moments of stuckness are upsetting, they are described as jewels because of the opportunity they provide for participants to gain crucial understanding about themselves (Land et al., 2014). However, even though it may be describe as a jewel this feeling of being stuck could be a barrier to “gaining that elusive light bulb moment” (Kiley, 2015, p. 53) .

2.10 TRANSFORMATIVE LEARNING CRITICAL SUCCESS FACTORS IN