CiNii Books - Learning and change in the adult years : a developmental perspective

Does the capacity to learn increase or decrease over time? How does the sense of self and identity change over the adult years? What are the educational implications of that change? And how can teachers acknowledge the experience their adult students bring to the classroom? In this book, the authors draw on the field of development psychology to provide insights into the critical connections between experience and learning in all areas of adult education and training. Integrating findings from both adult development psychology and adult teaching and learning, the authors examine how experience generates developmental change. They look at how the relationship between self and others changes across the lifespan and, in turn, affects the teacher-learner relationship. The processes that promote separateness, independence, interdependence, and autonomy in adult learners are also detailed.

Table of Contents

Relationships Between Development and Learning in Adulthood. Intellectual and Cognitive Development During the Adult Years. Practical Intelligence and the Development of Expertise. Theories of the Life Course. The Life Course as a Social Construct. Promoting Autonomy and Self-Direction. Adult Education and the Reconstruction of Experience. Establishing an "Adult" Teacher-Learner Relationship. Teaching for Life-Span Development.

Volume: : paperback ISBN 9780787964986

Description

Does the capacity to learn increase or decrease over time? How does the sense of self and identity change over the adult years? What are the educational implications of that change? And how can teachers acknowledge the experience their adult students bring to the classroom? In this book, Mark C. Tennant and Philip Pogson draw on the field of developmental psychology to provide new insights into the critical connections between experience and learning in all areas of adult education and training. Integrating findings from both adult developmental psychology and adult teaching and learning, the authors examine how experience generates developmental change. They look at how the relationship between self and others changes across the lifespan and, in turn, affects the teacher-learner relationship. And they describe the processes that promote separateness, indepAndence, interdepAndence, and autonomy in adult learners.Learning and Change in the Adult Years thoroughly explores the role of development in adult learning, the investment of 'self' in learning, and the link between social development and personal development to give teachers and trainers both the concepts and tools for promoting autonomy and self-direction in learners. MARK TENNANT is dean of faculty and professor of adult education in the Faculty of Education, University of Technology, Sydney. He has published numerous articles in international journals on the theme of lifespan development and learning. His book Psychology and Adult Learning won the 1990 Cyril Houle Award for outstanding literature in adult education. PHILIP POGSON is staff development manager at the University of Sydney, Australia. He has held a number of positions in education and training at both the university level and in vocational training for the long term disadvantaged unemployed.

Table of Contents

Preface The Authors 1 Relationships Between Development and Learning in Adulthood 1 2 Intellectual and Cognitive Development During the Adult Years 11 3 Practical Intelligence and the Development of Expertise 35 4 Theories of the Life Course 67 5 The Life Course as a Social Construct 99 6 Promoting Autonomy and Self-Direction 121 7 Adult Education and the Reconstruction of Experience 149 8 Establishing an "Adult" Teacher-Learner Relationship 171 9 Teaching for Life-Span Development 191 References 201 Index 213

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Learning and change in the adult years : a developmental perspective

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