







































Education, Society and Human Studies 
ISSN 2690-3679 (Print) ISSN 2690-3687 (Online) 

Vol. 2, No. 2, 2021 
www.scholink.org/ojs/index.php/eshs 

1 

Original Paper 

Learning to Unlearn for Transformative Learning, an 

Epistemological Look 
JOSE MANUEL SALUM TOME, PhD1* 

1 Doctor in Education, Catholic University of Temuco, Temuco, Chile 
* JOSE MANUEL SALUM TOME, Doctor in Education, Catholic University of Temuco, Temuco, Chile 

 

Received: March 11, 2020      Accepted: March 21, 2020       Online Published: March 29, 2021 

doi:10.22158/eshs.v2n2p1                        URL: http://dx.doi.org/10.22158/eshs.v2n2p1 

 

Abstracts 

The present work corresponds to a reflection about several theories and approaches of the learning and 

their relevance in the training of social agents, reflection that emerges from the practice of the training, 

and attending to the fact that the meaning of what it implies to learn and how it is that is learned is not at 

the center of the discussion in universities in Latin America, which emphasizes more what to teach rather 

than how to teach. 

Objective 

Create awareness in teachers of the importance of the processes of learning to unlearn and relearn as 

part of our educational responsibility and continuous training. 

Summary 

This paper corresponds to a reflection on various theories and approaches to learning and their 

relevance in the training of social agents, a reflection that emerges from the practice of training, and 

taking into account the fact that the meaning of what learning implies and how it is You learn is not at the 

center of the discussion in Latin American universities, in which what is taught is more emphasized than 

how to teach. 

Keywords 

learning, social agents, learn, unlearn 
 

Justification 

The present work corresponds a reflection on various theories and approaches to learning and their 

relevance in the training of social workers, reflection that emerges from the practice of training, and 

considering the fact that the sense of what is involved in learning and how What is learned is not at the 

center of the discussion in universities in Latin America, in which more emphasis is placed on what to 



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teach rather than how to teach. 

Without pretending to analyze praxis or be a guide on how to implement the transition from the 

prevailing training model, called informational, to another with a transformational nature, the working 

hypothesis on the training of social agents and, in particular, leadership training, is based on the 

importance of understanding the concept of learning, of how to learn and, therefore, of how to teach, 

since adults require unlearning, at the same time as learning, to achieve transformational learning that 

allows them not only to acquire new knowledge but also stimulate behavior modification in light of 

reviewing their own frames of reference. 

To achieve this proposal, the learners and also the teachers must review not only what they do, but how 

they think and who they are. The process is not only cognitive; it is also emotional and bodily. Therefore, 

a dynamic and integrated approach is proposed that works in the three fields and that in each one of them 

the concept of unlearning is the main idea. Additionally, a series of approaches are suggested, such as 

first, second and third cycle learning and paradigm revision; among others. 

 

Introduction 

It is almost incredible that, in Higher Education and Training centers, more emphasis is placed on what is 

taught, content, and not on how it is taught, methodologies, and that more experts are hired in certain 

specialized areas of knowledge but not they have been trained in the methodological aspect. 

Observations made in various educational centers in Latin American countries show that the pedagogical 

process itself is downplayed, and that this limitation does not only occur at higher levels of education, but 

also at secondary and primary levels, although in the latter the symptom is less. That is, less attention is 

paid to pedagogical development in higher-level educational centers, generally focused on the search and 

transfer of knowledge as information, than in primary and secondary education centers, today, in Chile, 

under the reform process, precisely in the review of their pedagogical approaches. 

And this does not happen due to a lack of theories and/or research in the field of epistemology, namely, 

authors such as Humberto Maturana and previously Paulo Freire, offer us a very reference point to 

understand that we should be concerned with how to teach from a knowledge of how is it that we learn, 

and, if learning is not adequate, how is it that we unlearn. 

This problem is approached, by way of reflection, and some conclusions that are reached from the 

premises implicit in an analysis of the dynamic and essential process in education such as learning are 

shared in this document. And it is approached from the deepening of what is understood by learning and 

the usefulness of unlearning, postulating that this dynamic gives greater light to the teaching process. 

The reflections that are presented are supported by more than a decade of experience in the training of 

young people in educational centers of different levels and of training carried out both for teachers and 

students, as well as exchange of ideas with colleagues in relation to the subject and specialized 

bibliographic review. Everything that was most relevant and pertinent to the subject was pointed out to 



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give way to a proposal that is offered not to be a practical guide, but as a reflection that invites us to 

continue investigating and raising awareness that the problem subsists and is rooted in the work of 

educational centers. 

So, the purpose of this work is, at the same time as a reflection, an invitation to educational agents to 

reconsider the concepts already mentioned: learn, how to learn, how to unlearn and therefore, how to 

teach. Also, to consider the hypothesis that maintains that adults require unlearning at the same time as 

learning, to achieve transformational learning, and thus contribute to dynamic and meaningful learning. 

The document is organized in six sections. In the first, an attempt is made to analyze the approaches and 

concepts of traditional, informational education and learning, and why their permanence in current times 

and the need to move from this approach to one more in line with the rhythm of post-modern society, 

namely, a transformational approach. In turn, it leads to what is understood by education: object of 

analysis in the second section, which defines both transformative education and, as its variant, 

meaningful education. In light of the above, the third section opens a new key aspect for learning oriented 

to modify behavior, which for the author is the esence of education and training. Likewise, it is carried 

out, in synthesis, the importance of the unlearning process and its link with vigorous learning. 

In the fifth section, some possible learning strategies are briefly indicated that would make it possible to 

dynamize the process, giving relevance to teaching practice in the processes of change. In the sixth and 

last section, a final reflection is made that synthesizes and makes explicit the main proposals of this 

document: from information to transformation. 

Learning to unlearn for a transformative learning, an Epistemological look 

1) Education and learning A stagnant process? 

“The most perfect image of the Cosmos is the river...” This sentence expressed by Heraclitus of Ephesus 

in the 6th century BC, `to refer to the continuous evolution of what exists is today very applicable in the 

field of knowledge and therefore in relation to truths that sustain the human being. Then, given that the 

truths are constantly changing, a sort of negotiation occurs regarding which ones will or will not be 

accepted in order to attribute meaning to things, to events and to the human being himself. If this is so, it 

is contradictory to try to make teaching a simple process of transferring information from a subject who 

teaches (teacher or trainer) to a subject who learns (student or apprentice), moreover, it is an 

epistemological claim of a dogmatic nature. , where the one who teaches pretends that knowledge is 

reduced to data and that he is the possessor of such knowledge. 

What could we say then of the master classes? As knowledge transfer they are valid, but if we consider 

that knowledge is not something given, but rather it is built, as suggested by the cognitive theories of 

learning, among which we can highlight Piaget, Ausubel, Gagné, among others, we must conclude that 

all teacher-centered pedagogical practice is insufficient. Hence, it is necessary to review and/or generate 

strategies that promote discussion on issues that promote a change in perspective, which does not mean in 

any way suppressing the flow of information, but rather changing the form, viewing education not as a 



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product, but as a process. 

If we consider the approach of Mezisow (2000) and Kegan (1982, 1994, 2000) who, based on the 

approaches of Piaget and Freire, we can consider that a transformational approach is necessary, which 

implies looking at how it is learn, how it is thought, what we understand by education and what are the 

implications of transformative learning, aspects that will be considered below. As Mezisow says 

“Transformative learning refers to the process through which we transform established frames of 

reference (perspectives of meanings, habits of thought, mental frames…etc.) to make them more 

inclusive, discriminating, open, emotionally capable of changing and reflective, in such a way that they 

generate beliefs and opinions that prove to be more true and justified so that they generate action”. 

The permanence of the emphasis on the content or information seems to make sense if we take into 

account that the person who is capable of mastering a lot of information and transferring it is considered 

wise, either from European or North American authors, and who can cite these authors as support to their 

knowledge, without further analysis or discernment. It is taken for granted that, if someone whose fame 

has transcended, what is said is true, and so should proceed. There is a kind of dependence on thought, a 

denial of the possibility of being authentic and generating new proposals more in line with reality. For 

example, the education in Finland is very good, its methodology, principles and values very pertinent, but 

for the Finns, not for Latin America. 

Another reason for maintaining the tradition is the fear that teachers have of being confronted by students 

with questions that they may not be able to answer. They feel questioned in their wisdom and authority, 

since they assume the category of experts from the infallibility of their knowledge. Thus, the concept 

“education” refers to various meanings and theories, as many as perspectives of what is intended when 

you want to teach. But what we do agree on is that there is no unintended educational process, and 

necessarily behind each acceptance of the concept, an idea of society, of being human, and of learning is 

implicit. 

If education is considered as a process of information transfer, a prevailing trend in the various 

educational fields, and in which this information is called by teachers “content” and by students “subject”, 

the emphasis is on what teaching, and the concept of the student is that of a passive subject in which a 

standardized level of mastery of the content established as mandatory must be achieved. This is so from a 

behavioral perspective of learning where the response must be expected, uniform and quantifiable, from 

which it necessarily derives that knowledge is oversized as a simple cognitive process, of a rational and 

memory nature, and other elements that are not considered they are also combined in the learning process, 

as are the emotional and physical. 

In this process focused on what to teach, the subject who learns in his capacity as a person is ignored, he 

is considered rather a passive entity that must be filled with information, this is what Freire called 

banking education in his work “Pedagogy of the oppressed” (1970) and from which I will take a fragment: 

“In banking education there are two different types of subjects, the educator and the student. The 



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educator is the one who knows, the only one who has knowledge. He is the one who transmits his 

knowledge to the learner. The learner receives this knowledge from the educator without participating in 

the process, let’s say it is like a filing cabinet...This education refers to reality as something static, 

detained, divided with contents totally alien to the learner”. 

It is also necessary to consider that the rationalist and categorizing heritage of the Greco-Roman culture 

exerts its millenary influences on the ways of thinking of our Latin America, from Aristotle and his 

consideration of the human being as a rational animal to Hegel, (“Everything rational is real”) Descartes 

and Kant, among others, have paid homage to reason and set aside the set of affective and bodily 

capacities that are also involved in the learning process. Rational categorizations are useful, but they do 

not allow us to see reality in a complete way, not to understand ourselves in a changing world and in 

which we can dialogue from a holistic perspective. 

Knowledge constitutes the main basis for the exercise of people, of their wealth and well-being and of 

society. The right to access knowledge gives the opportunity to participate in social, cultural and 

economic life, increasing any possibility of a true social inclusion, and at the same time increases the 

improvement of employability, through continuous education. 

Now well, moving towards a knowledge society also implies inequalities and social exclusion reach. One 

effort that involves teaching is to bridge this gap and increase the educational level in adults and the 

incipient need for lifelong education. 

In this sense, the challenges for the training of people today are much more extensive and complex, 

which increasingly refer to how to develop human resources for the benefit of each and every student in 

the school system, having as a center what they are the competencies that have the greatest impact on the 

growth as a whole person of the students. 

Knowledge about how cognitive processes work in the brain, allows: 

• Develop the natural way in which the child’s brain learns. 

• Understand how the physical, emotional and intellectual domains naturally integrate in the child 

and provide an appropriate learning environment for self-discovery. 

• Create meaningful, engaging experiences for children to explore, evaluate, and learn. 

Knowing the neurobiological principles that govern children’s cognitive and affective development 

provides the teacher with the tools to enrich and harmoniously enhance the talents of each student and 

thus allow learning to be a process that produces a relatively permanent change in the way of feeling, 

think and act of the student and teachers. 

From the foregoing we can affirm that teaching is facilitating the conditions for the expected changes in 

student behavior to occur. 

The question is: Where do we start? 

For knowing the organ that allows us to be, learn, do, be, love, live and coexist, and that in our brain, 

which allows us to learn, unlearn and then relearn, from a young age and for continuing education. 



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Education as a meaningful process 

Our condition as social beings leads us to understand the educational process as a highly significant 

process, a process of encounter between two human realities with circumstances, beliefs, ideas and 

experiences: the subject who teaches and the subject who learns. These roles are not fixed, because it is 

an encounter between people, and people have a world that is their own and a world that is shared, and, in 

the shared one, today there is access to information in a fluid way through cyberspace. So, it is necessary 

to reaffirm the need to change the emphasis on education, and move it from the focus of what to teach, to 

how we learn, what are the factors that make effective and dynamic learning possible and what should be 

kept in mind when considering to the person of the learner. 

First, the concept of learning must be rejected as an exclusively rational process, and at least two theories 

must be considered, that of multiple intelligences, Howard Gardner, and that of emotional intelligence, 

Daniel Goleman. The first considered that for the development of life one needs or makes use of more 

than one type of intelligence, which is presented as a network of autonomous sets related to each other, 

and among which we can mention mathematical logic, linguistics, spatial etc. And the second, Goleman, 

considers that the ability to recognize our emotions and those of others makes it possible to develop 

social skills, motivate ourselves, etc. Both theories are very important to broaden the understanding of 

the learning process and that must be taken into account when teaching. Add to this part of the message 

that Humberto Maturana, Chilean biologist and epistemologist, gave to educators in the Bío Bío region, 

Chile, at the ceremony to start the 2017 school year: “Amar educa. If we create a space that welcomes, 

that listens, in which we tell the truth and answer the questions and give ourselves time to be there with 

the child, that child will become a thoughtful, serious, responsible person who will welcome from itself. 

Being able to choose what to do, being able to choose if one wants what they chose or not… are some 

questions that appear”. 

Consider also the physiological factor, or body factor very underrated from traditional paradigms where 

duality prevailing mind-body as two complementary dimensions, but the light of modern theories, 

including contributions from l to neuroscience , we can understand that there at least three perceptual 

modalities or ways of receiving the information that comes to us from the outside and that condition our 

interpretation of that information, modalities that are recognized with the acronym VAK, to understand 

that there is different visual, auditory and kinesthetic modality in different types of subject. Based on this, 

it is understandable that not all students interpret the content presented by the teacher in the same way, if 

the surrounding reality is not the same for everyone, with which the complexity and richness of learning 

becomes more interesting and never uniform. 

We can then consider that learning is, as the cognitive theories of Piaget, Vygotsky, and others propose it , 

a construction of meanings not only from one or more subjects, but also with interaction of the social and 

cultural environment , in which symbols, beliefs, expectations and ways of perceiving reality are 

combined to give meaning to what has been learned. 



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Considering learning in this way, the relationship between the subject who teaches, (or who intends to 

teach, in Freire’s words), teacher or instructor, needs to be one of cooperation. Both, active subjects of the 

process, owe respect to their being as persons, in the fullest sense of the word, and in which the one who 

teaches becomes facilitated of the student’s learning, who from the development of their potential and 

their own experiences give meaning to the experiences offered by the teacher for this purpose. This 

makes education a meaningful task, and with possibilities of a true social advance where each and every 

one can effectively learn to be, to know, to assert and assert. 

Learning as behavior modification 

In the words of Maturana, “To educate is to live together and, therefore, to agree to live together in a 

space of reciprocal acceptance in which the emotion and actions of those who live together are 

transformed according to the conversations that constitute that living together” (“The sense of the 

human”, 1992). 

From this quote, I allow myself to point out as an indispensable requirement to say that learning has taken 

place, that it is reflected in the work of the learner and the teacher, given the dynamics of this process that 

is not for life, it is life. 

The modification of behavior in any area in which it is required cannot be imposed, as it entails a value 

framework that is generated from the person as such, in their way of perceiving the environment and 

themselves. Learning modifies behavior yes and only yes when the change occurs in the subject as such, 

and this is possible with an education and/or training that considers and respects him as a person. For this, 

it is necessary to learn to unlearn and learn again according to the requirements of the time and space in 

which the subject or subjects are a task that is difficult, but necessary (some reasons that generate 

resistance to change have already been exposed). 

Unlearning as a dynamic strategy 

In a world of constant change, the task of learning to unlearn is imperative, as already mentioned, 

especially in the field of education and training. Several authors have dealt with the subject, among 

others Moreno Olivos (2005) and Cegarra and Rodrigo (2004) who consider it necessary for teachers to 

learn to unlearn because they must prepare students to face the future. From its postulates, we can 

describe the sequence of steps necessary to unlearn: 

1) Situate oneself in the here and now (reality): Recognize what happens and to whom it happens, assume 

that there are lessons from the past that are not valid in the present (now) and others that may be valid in 

another context , but not where it is located (here). 

2) Distinction between personal opinion (subjective) and a general principle or rule. All subjects have 

personal experiences, but they cannot be taken as valid criteria for situations in another context. To get 

caught up in personal judgment is to abandon the possibility of growth and knowledge. This is a step that 

requires humility, and every human being has the right to have an opinion, but must recognize that this 

is…opinion. 



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3) Preparation of the personal and/or collective map. Objectively evaluate learning from the contrast 

between the interpretation of reality (map) and reality itself, a step that is possible only in the exchange of 

opinions, experiences and knowledge. 

4) Search for new perspectives, understandings and solutions to evaluate if what is considered valid, what 

has been learned is still relevant, current and valid for the field to which it refers. If not, the next step is 

taken... 

5) Unlearn: It is convenient to make a list of what has been considered “invalid” and proceed to its 

elimination (This is the most difficult step, since the accumulation of knowledge is one of the most 

deeply rooted claims of wisdom in our Western culture, and there is a lot of literature about it). 

If this step is taken, the reconstruction continues, or rather, with the possibility of new learning. 

6) Reconstruction of learning and sharing of these: This step needs to be done together, both in the 

generating phase and the installation or legitimation of them. Let us remember that every learning 

process is generated in coexistence with the other or others, in exchange spaces full of affection. 

7) Return to transformed reality: New looks make new paths possible. Once the most significant aspects 

are reconsidered, a broader perspective is acquired that allows generating more pertinent, but never 

definitive, knowledge, therefore many times it will be necessary to unlearn again. 

It is necessary to point out that, although the steps can be enumerated, this is not a mechanical process, as 

it is not a human process, it requires reflection on the subject and both individual and collective 

motivation, it is necessary to abandon the comfort of tradition to innovate, generating changes that bring 

us closer to the possibility of understanding our environment and ourselves. 

Unlearning is a complex phenomenon that has at least three limitations: 

1) The individual factor given by resistance to change. Whether due to dogmatism, comfort, fear of 

innovation, there is, as has already been analyzed, a tendency to do the same and in the same way. 

2) The biological factor: It is known, from neuroscience studies, that the brain has great plasticity, but this 

manifests itself more strongly in the first years of life, and decreases as one advances in age. However, if 

a constant activity of new neural connections, new learning is maintained, the brain responds adequately 

to changes even in adulthood, protecting itself from exercise and adequate nutrition. 

3) The social factor: Social influences that reinforce negative views of the changes exist and weigh, being 

more common to highlight the failures than the successes. This, added to a strong successful and 

competitive conception, obstructs the possibility of innovation, mainly in the field of secondary schools, 

where studying is identified with absorbing content that is then measured with standardized tests. 

Changes are possible to the consider transformative learning it is to overturn the traditional concepts and 

acquire the ability to constantly transform and develop in our students the same capacity, processing 

involving Cambar our frames of reference we had for sure, and be able to build new ones, more inclusive, 

demanding, open and flexible. 

 



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Strategies that dynamize the unlearning process 

The studies that have been carried out in this regard emphasize resistance to change, but realize that it is 

possible. There are models that can be applied, of which there are successful experiences at different 

levels of education, and some are described by way of example: 

1) The inverted classroom or Flipped Classroom, which consists of changing the traditional method in 

which the teacher is the center of the class and whose task is to pass the contents to achieve learning in 

passive students who will have to incorporate them in a uniform way. The roles are reversed and now the 

students will be the protagonists of the process, and in an interactive process, they will learn dynamically. 

The characteristics of this model are more or less the following: 

a) The interaction of the students with the materials: this must be prepared in advance by the teacher 

and/or the students according to the objectives of the class. They can be cards, documentaries, videos, 

etc. 

b) Use of ICTs (Information and Communication Technologies), which are available to everyone and 

which, when used in a programmed manner and with a clear purpose, allows access to up-to-date, diverse 

and relevant information content to be treated. 

c) Active learning: it has been said that the shortcomings of traditional methods are, among others, the 

emphasis on what to teach, by inverting the class, the emphasis goes to how to learn, and with this model 

a dynamic learning is generated, active and participative, since it is the student who is discovering, with 

the help of the teacher, who has now become a guide and facilitator, the various possibilities of building 

knowledge from their own experiences. 

d) It encourages dialogue, cooperation, autonomous thinking and the generation of ideas: Being a 

participatory model, the student feels responsible for the process, not in an individualistic way, but with a 

team spirit, eliminating that competitive desire that so much damage has been done to the formation of 

people. The collaboration that is achieved generates in the students senses of responsibility in the 

processes, also developing other essential necessary values such as respect, tolerance, and, by generating 

their personal vision, they dare to exchange ideas and base them. 

e) It is a model that takes advantage of higher cognitive processes such as analysis, evaluation and 

application. Once students begin to appreciate the freedom provided by an open and collaborative model 

such as the Inverted Classroom, they will be more motivated to take control and conduct learning outside 

of the classroom. 

2) Problem-based Learning (PBL) is a strategy that arises from the previous model (AI) and whose 

purpose is for the student to build their learning, develop their skills and attitudes through real-life actions, 

which will allow the student to student will be able to analyze and face problems in the same way that 

they will in their professional development. 

The most relevant feature of PBL is the use of problems as a starting point for the acquisition of new 

knowledge, which entails a leading role for the student and not for the teacher, who will become a 



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facilitator of the process, not a transmitter of information. The process begins with presenting a problem, 

then learning needs are identified, needed information is sought, and then back to the problem. 

It is a very valuable method because knowledge management is not based on the information given by the 

teacher, it focuses on the student's search for this knowledge, thus generating reflective practice, 

teamwork and adaptation to changes. 

3) Socratic Dialogues: Although it is true that today the use of ICTs is essential in teaching, so is 

discussion and thematic analysis. Learning to argue with fundamentals, express ideas, learn to listen, and 

be tolerant are also necessary lessons, and learning by doing recovers a fundamental role in the 

development of these skills. 

In Socratic dialogues, the role of the teacher is also secondary, and consists of guiding the discussion 

based on themes and readings given in advance. Those who participate are the students, asking questions, 

giving opinions, highlighting the collected information. By opposing ideas, achieving consensus, 

students will form new judgments on the subject, giving rise to new learning built together, and if doubts 

and/or points of disagreement are generated, new discussions, new research and perhaps new ones are 

generated consensus. 

This methodology also dynamizes the educational process, and reinforces the possibility of unlearning 

and relearning, as it is worked methodically, it becomes an effective tool for the teacher. 

When presenting these strategies, the entire development process described in the relevant bibliography 

has not been detailed, only a succinct description has been made as a way to invite people to venture into 

these and other similar strategies, now available to everyone in cyberspace and, if the need for it has 

really been understood, then we can say that transformational learning will be a reality. 

 

Reflection 

The topic of learning and learning to unlearn is a topic rooted in pedagogy and that runs through the 

entire educational process , and basically consists of daring to think and do things differently from how 

they have been thought and done previously, which requires having the audacity and courage to abandon 

security and dogmatism to enter the world of possibility. It is an essential concept in the process of But 

not only in education it is necessary to learn to unlearn, also in the business, environmental and social 

world in general, since the world is constantly changing and with it the sphere of knowledge. 

To learn to unlearn we need to consider that learning is not just a passive process of a rational nature, it is 

also emotional and bodily, and, as we get older, it is more difficult to unlearn, since beliefs are more 

ingrained and plasticity is lost brain, unless we get into the habit of constantly innovating. 

Learning to unlearn is a transformation process that turns us into active subjects, capable of generating 

significant changes both on a personal and social level, which leads to appreciating our environment and 

community life, discarding competition and success to enter a idea of more sustainable progress. 

Although transformational learning is complex, as learning to unlearn is complex, it is possible and 



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necessary, it invites us to reflect on ourselves and our work as human beings in a world of which we are 

part, and that of our ability to understanding the processes of change and adapting to them creatively will 

depend neither more nor less on our survival. 

 

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https://www.eligeeducar.cl›Howchildrenlearnconversingenpositivo.cl/.../index.php? 

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https://www.goconqr.com/es/ensenar/inverted-aula 

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amentales-del-aula-invertida-o-flipped-classroom/sites.itesm.mx/va/dide2/tecnicas_didacticas/abp/

abp.pdf 

https://inclusioncalidadeducativa.wordpress.com/ 


