1 Four Adult Development Theories and Their Implications for Practice (original) (raw)
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Four adult development theories and their implications for practice
Focus on basics, 2001
What is adult development? What relevance do adult development theories and models have to the practice of adult basic education? Our philosophy of adult development informs our teaching. For example, if we believe that people mature by passively absorbing knowledge and reacting to their environments, our instruction differs from that of teachers who assume knowledge is constructed and that development depends on active participation with the environment.
Theories of Adult Development: Creating a Context for Practice
Social Casework, 1981
The assumptions of life-cycle theorists can serve as a basis for reappraising the theoretical underpinnings of practice and establishing a larger context for intervention with adults. A theory of adult development and a view of social work intervention from a developmental framework are discussed.
Facilitation of Adult Development
Taking an autobiographical approach, I tell the story of my experiences facilitating adult development, in a polytechnic and as a management consultant. I relate these to a developmental framework of Modes of Being and Learning that I created and elaborated with colleagues. I connect this picture with a number of related models, theories, practices, and strategies that can be used in the classroom and at work in organizations and communities.
Applying Adult Learning and Development Theories to Educational Practice (ERIC, ED519926)
A study was conducted to determine the degree of correlation that adult learning theories and adult developmental theories have with educational practice. Two adult learning theories, Malcolm Knowles' phase theories and Daniel Levinson's developmental theories, were researched to determine their relevance to three components of a nontraditional Doctor of Education program (lecture/discussions, scholarly papers, and reflections). Research was conducted through Education Resources Information Center (ERIC), and six articles were retrieved. A literature review was conducted to determine their application in the subject material. Research revealed that both adult learning theories were prevalent in correlating the components that were required of the program.
Adult Development: Capturing New Ways of Thinking About the Life Course
2000
We outline first a brief overview of a four-fold typology of developmental theory (biological, psychological, sociocultural an integrative models). We then discuss work that illustrates two of these frames: the sociocultural, which includes racial and ethnic, and relational aspects of development; and the integrative, focusing on time, development as narrative, and spiritual development. We close with a commentary on the current developmental literature and how this literature challenges our practice as adult educators. Introduction and Overview The whole point of theory–any theory–is to help us understand something better. This symposium examines the theories that have been constructed about adult development, and the “something” that all these theories are trying to help us understand better is the life course–how it unfolds, and the meaning that can be given to various aspects and dimensions of that unfolding. A particular theory or family of theories serves as a kind of lens thr...
A Conception of Adult Development
Adult development is becoming an important field of study for psychology and other disciplines. Little has been done, however, to conceptualize the nature of adult development and to define the major issues in this field. The author summarizes his own formulations of life course, life cycle, life structure, and the adult development of the life structure in early and middle adulthood. He then discusses six major issues that must be dealt with by every structural approach to adult development: What are the alternative ways of defining a structural stage or period? What relative emphasis is given to the structures as compared to the transitional periods? How can we make best use of the distinction between hierarchical levels and seasons of development? Are there age-linked developmental periods in adulthood? What are the relative merits and limitations of various research methods? How can we bring together the developmental perspective and the socialization perspective?
2013
This chapter explores the contributions that adult development research makes towards understanding and catalyzing a transformation of meaning making and action in the world, how curriculum can be designed and delivered in a developmentally responsive way and makes suggestions for a developmental approach to mentoring students and facilitating learning communities. Understanding adult development sheds critical light on the transformative learning process, serves as a tool for internal systems thinking and supports working more effectively with the developmental diversity represented in a learning community. The chapter also includes an application of adult development theory to the field of sustainability leadership as an example of a discipline specific application. The terms sustainability leadership and adaptive leadership are used interchangeably in this chapter, based on the assumption that the complexity of sustainability challenges requires adaptive responses. Constructive-developmental theory is based on the assumption that everyone has a lens through which they experience the world which shapes their experience of reality, and that these meaning making systems develop over time and with patterns that are consistent across gender, socio-cultural context and other personality differences. Developmental researcher, Suzanne Cook-Greuter (1999, p. 29) describes development as " the gradual unfolding of people's capacity to embrace ever-vaster mental horizons and to plumb ever-greater depths of the heart. " Adult development is seen as a sequence of integrated and increasingly complex meaning-making stages or systems, each potentially more effective at addressing the complexities of life. This is a nested hierarchical process, where each development to a new stage results in a transformation of the previous way of making meaning, while also including the previous stages (Cook-Greuter, 1999). Attuning to adult development can help educators more effectively mentor their students to engage with more complexity, to reflect with greater depth of inquiry, to be aware of and integrate more perspectives in their scholarship and research, and to transformatively engage in their chosen professions. It can also support the development of the educators themselves through the transformation of their own meaning making and educational practices. It supports educators to more effectively discern where students are in their learning and developmental journeys and how to mentor them in ways that support their developmental journeys.
Adults Learning and development
Adults Learning Development, Knowing, learning and problem solving of Adults, 2023
Definition Adults Learning in according to IGGI Global education, ‘Adult learning is a process of adults gaining knowledge, skills, and competence. It is defined as the practice of teaching and educating adults, theory and study of adults learning, or pedagogical process”. The adults’ learning about the wuggles is characteristic of developing learning. Their learning showed the three attributes that characterize an identify developing learning; a growth trend, qualitative restructuring, and self – scaffolding to new knowledge. Indeed, developing learning reflects attributes to which educators have long aspired: No educator attempts to generate the shallow, superficial, easily reversible processes that identify non developing learning. Adults learning developments are process to give and take or transferred science from a person to another person or people with the way and process and need approach, strategic behavior based on experience for the aimed that the process of learning would be enjoy both of learner or lecturer and accepted that learning is a relatively permanent change in behavior or in behavioral potentiality that results from experience and cannot be attributed to temporary body states. Learning is more focus in a process to be maturation. A Person will be change from depend on from another person to be have skill to direct for her / himself and independent. The main principles of adults in learning are get understanding and maturation to be survive and learning used to experiment, discussions, problem solving, exercise, and experiment simulation. Adults will ready to study if they get subject exercise is appropriate by what is their sense important in problem solving in their life. They need facilities to support and create learning situation.