Learning in Other Settings

When we think about learning, we often imagine rows of desks, whiteboards, and standardized tests. But real, life-altering learning doesn’t always happen inside four walls. One example of this can be found in Finding Me by Viola Davis (2023), where she describes a transformative experience during a cultural trip to Africa while studying at Juilliard. This trip wasn’t part of a traditional classroom curriculum, but it taught her more about herself, her heritage, and her voice than any textbook could.

That kind of learning, deep, emotional, and identity-shaping reminds me of Jack Mezirow’s theory of transformative learning. According to Mezirow (1981), adult learning can go far beyond attaining facts; it can involve perspective transformation, where individuals critically assess their assumptions and begin to see the world and themselves differently. That is exactly what happened to Davis. She writes about feeling seen and powerful for the first time, describing how standing on African soil gave her a sense of belonging she hadn’t felt before. It wasn't just a field trip; it was a moment of realization.

Viola’s experience is an example of what Lauren B. Resnick (1987) refers to as learning “out of school.” Resnick stresses that learning doesn’t stop or even peak in school settings. She argues that real-world experiences often offer richer, more applied learning because they are socially rooted and connected to identity. Davis didn’t learn about culture, ancestry, or identity from a lecture. She learned it by experiencing her roots firsthand, which left a lasting impression that carried into her life and career.

When thinking about how this type of learning happens, I found Jean A. Vadeboncoeur’s (2006) ideas about informal learning especially helpful. She points out that informal learning environments often involve more personal engagement than formal ones. In Viola’s case, she was not just passively receiving information. She was actively processing what it meant to be an African American woman standing on the land of her ancestors.

What stands out most about these types of experiences is how they challenge traditional ideas about what education should look like. In school, learning is often linear and goal oriented. But experiences outside of school let things happen more naturally. Sharan B. Merriam and Lisa L. Bierema (2013) emphasize this in their work on adult learning, especially in Chapter 5 on transformative learning. They suggest that adults learn best when they are faced with disorienting dilemmas which are moments that shake up their existing beliefs and encourage self-reflection. Viola’s trip to Africa was a disorienting dilemma. It forced her to confront internalized narratives about her worth and identity and gave her the tools to rewrite them.

What this all tells us is that learning in other settings whether in a museum, a virtual world, or another country is not just beneficial; it's essential. These places let people learn through feelings, experiences, and culture; things the classroom often misses. They create space for curiosity, for discomfort, and for transformation.

But if we recognize how powerful out-of-school learning can be, why don't we prioritize it more? Why is it often treated as a bonus rather than a core part of education? I think we need to challenge that mindset. Schools can and should create more opportunities for experiential, culturally rich learning. Whether it's through field trips, virtual exchanges, or community-based projects, we should be pushing the boundaries of where and how learning happens.

Viola Davis’s story is not just about her life, it is a reminder that learning can happen anywhere, in daily life, across different cultures and countries. Her journey reflects the kind of deep, meaningful education that theories like Mezirow’s and Merriam and Bierema’s describe: one that is personal, critical, and capable of changing how a person sees the world and their place in it.

References

Davis, V. (2023). Finding me. HarperCollins Publishers.

Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice (Chapter 5).

Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32(1), 3–24.

Resnick, L. B. (1987). Learning in school and out. Educational Researcher, 16(9), 13–20.

Vadeboncoeur, J. A. (2006). Engaging young people: Learning in informal contexts. Research inEducation, 30(1), 239–278.