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, 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...
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"This is the first in-depth treatment of the connection between the literature of adult development and the practice of adult education. It is clearly and accessibly written, and it helped me understand better how developmental processes affect adults' capacity for self-direction and their ability to learn from experience. I recommend it to all who take learner-centered education seriously." — Stephen Brookfield, distinguished professor, University of St. Thomas, St. Paul, Minnesota "A gold mine of advice for adult educators, based on a masterful overview of the literature of adult intelligence and adult development. The authors are remarkably open and sensitive to the potential for adult learners." — William H. Maehl, president emeritus, The Fielding Graduate Institute "Tennant and Pogson reaffirm the importance of psychology as a foundation for understanding and working successfully with adult learners." — Ralph G. Brockett, University of Tennessee, Knoxville "A fascinating, informative, and well-written exploration of the key developmental issues in adulthood and how they can be addressed in teaching and learning within lifelong education programs. Highly recommended!" — John Dirkx, associate professor of educational administration, Michigan State University
PrefaceThe Authors1Relationships Between Development and Learning in Adulthood12Intellectual and Cognitive Development During the Adult Years113Practical Intelligence and the Development of Expertise354Theories of the Life Course675The Life Course as a Social Construct996Promoting Autonomy and Self-Direction1217Adult Education and the Reconstruction of Experience1498Establishing an "Adult" Teacher-Learner Relationship1719Teaching for Life-Span Development191References201Index213
