Description
Book SynopsisDoes 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
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
