Adult Learning Through Character in “My Fair Lady” Film

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Table of Contents

Introduction
Main body
Discussion of the Film under Consideration with Regard to Theories Chosen
Conclusion
Reference List

Introduction

Research Question

The film My Fair Lady provides a rich platform for analyzing the relation of transformative theories to adult learning. In particular, the main character, Eliza Doolittle succeeds in mastering perfect pronunciation through transformational learning and reflective practice as presented by Donald Schon and Jack Mezirow who have managed to discover gradually Eliza’ transformations.

In the film Eliza Doolittle sings, “Someone’s ‘ ead restin’ on my knee, warm an’ tender as ‘e can be. ‘ho takes good care of me! Aow, wouldn’t it be loverly” (Cukor, 1964). In this song, the lyrics provide the events serving as the starting point of Doolittle’s transformation from being a mere flower vendor to becoming a fair lady. The theories provided by the above-presented scholars prove once again that adults are inclined to changes and development.

Research Objective

In this research paper, we plan to investigate the Eliza’ Doolittle’s learning transformation through the prism of theoretical frameworks provided by Mezirow and Schon. In particular, it is necessary to examine in detail how Schon’s reflective practice meets the character’s learning and development and how Mezirow’s studies relate to Eliza’s transformations.

Main body

Literature Review

According to Daloz (1999), the process of transformational learning is presented as a journey. Interpreting this, Daloz suggests that learners start journey in order to transform and, therefore, this trip is guided by a mentor. Hence, the scholar also believes that adult acquire knowledge through critical reflection and re-evaluation of their past experiences, that are best illustrated through mentors. Pursuant to transformation, mentors “remind us that we can indeed survive the terror of the coming journey and undergo the transformation by moving through, not around, our fear” (Daloz, 1999, p. 18). The analysis of personal and psychological characteristics has also been examined by Mezirow (Merriam et al., 2006, p. 132). His psychocritical approach to the examination of women’s learning transformations. In particular, Mezirow (2009, p. 19) presents several phases of transformative process including self-examination, re-evaluation of assumptions, acknowledgment of connection between the critical reflection and the transformation process, analysis of new roles and actions, and the construction of new plans and perspectives on the basis of these roles.

Another dimension of adult learning is presented through reflective practice (Kinsella, 2007). In the article written by Kinsella (2007), one can pursue the analysis of Donald Schon’s theory of adult learning with regard to reflective practice which has a great impact on education. Schon’s theory provides a tight focus on the analysis of a reflective dimension and how it affects other epistemological processes. In particular, the scholar states that adult learning and development takes place when an individual correlates his/her perception of feelings with new situations and problems (Kinsella, 2007, p. 401).

Discussion of the Film under Consideration with Regard to Theories Chosen

Analysis of Mezirow’s theory and how it meets the character in interest

Jack Mezirow’s transformative learning suggests that adults succeed in learning when encountered with changes (Mezirow, 2009). In the film My Fair Lady, Eliza Doolittle also faces the moments of change. These transformational processes allow the heroin to change the patterns of behavior in accordance with new social environment.

Hence, the first transformation occurs when Eliza sings the song called Wouldn’t It Be Loverly. Due to her initial interaction with Henri Higgins, she becomes aware of the fact that she has more possibilities for learning and knowledge acquisition. This situation impels her to search for mentorship and guidance in order to learn to speak clearly. In six months of persistent learning, Eliza achieves a proper level of pronunciation. She learns persistently and acquires a perfect and correct pronunciation. This can be viewed in the scene when the heroine pronounces the phrase: “The rain in Spain stays mainly in the plains” (Cukor, 1964). Eliza notices that she is capable of learning more and acquiring good accent and pronunciation, which makes her study further and advance her knowledge about the English language. In the end of the film, it is possible to trace the third stage of transformation when Eliza realizes that Higgins’s attempts to teach her correct speech is just a bet. Therefore, she decides to leave him because a “fair lady” should not be humiliated and neglected. She also becomes aware of the fact that she does not deserve such a poor treatment. This is the final stage of transformation when Eliza sees new perspectives for development and learning.

Analysis of Schon’s reflective dimension with regard to the character

Schon’s attention to reflective practice as the core of teaching education and continuous learning provides explanations and evidence for Eliza’s successful results in learning the English pronunciation. In particular, the exercises accomplished by the heroin reinforce the reflective process which leads to Eliza’s insight development and self-realization.

With regard to Schon’s theoretical framework, it is possible to conclude that each action performed by heroin provides her with a wide range of opportunities to develop and inside incentives to learn further. In particular, her first independent decision to learn can be illustrated in the scene when Eliza persistently asks Higgins to teach her correct speech and pronunciation (Cukor, 1964).

Through Eliza’s self-realization and desire to sophisticate her English pronunciation is also predetermined by her emotional and psychological state. Therefore, every time she encounters professional issue, Eliza connects this situation with her previous experiences and feelings. Such a process is called Reflection-in-Action. Hence, when Eliza realizes that she is able to master the pronunciation, she resorts to immediate actions that are predetermined by her own goals and ambitions.

The section concept introduced by Schon is Reflection-on-Action which is seen as practitioner’s reaction to the occurred situation through understanding the outcomes (Kinsella, 2007, p. 400). Consequently, when Eliza concludes that she is just the object of the experiment, she decides to leave and to continue her education independently.

Conclusion

Summing up the theories presented in the paper and their correlation with character analysis, it is possible to conclude that both scholars – Mezirow and Schon – provide a logical explanation and ground for examining the stages of adult learning. They explain and provide a solid theoretical ground for the learning process presented in the film My Fair Lady. In particular, the theorists disclose different dimensions of Eliza advancement and development. More importantly, both theoretical frameworks prove that adult learning can be viewed as adjustment to changes and as necessity to connect individual feelings and psychological states to new situations. Hence, Mezirow’s insists on the idea that knowledge acquisition is carried out on the basis of person’s previous experiences. In his turn, Schon is focused on the learning process as the embodiment of reflective practice. One way or another, both theories can be viewed as learners’ necessity to re-evaluate new perspectives through their past experiences and feelings. Eliza Doolittle is the brightest example that justifies both theories under consideration.

Reference List

Cukor, G. (1964). My Fair Lady. California: Warner Brother Burbank Studios.

Daloz L. A. (1999). Mentors, Myths, and Metamorphosis: Education as a Transformational Journey. Mentor: Guiding the journey of adult learners. San Francisco: Jossey.

Kinsella, E. A. (2007). Embodied Reflection and the Epistemology of Reflective Practice. Journal of Psychology of Education. 41(3), pp. 395-409.

Merriam, S. B., and Caffarella, R. S., and Baumqartner, L. M. (2006). Transformational Learning. in Learning in Adulthood: A Comprehensive Guide. San Francisco: Jossey-Bass.

Mezirow, J. (2009). Transformative Learning Theory. In J. Mezirow and E. W. Taylor, Transformative Learning in Practice: Insights from Community, Workplace and Higher Education. US: John Willey and Sons.

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