Synopses & Reviews
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.
"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."
, 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
About the Author
is dean of the University Graduate School at the University of Technology, Sydney. He has published numerous articles in international journals on the theme of life-span development and learning. His book Psychology and Adult Learning
won the 1990 Cyril O. Houle Award for outstanding literature in adult education.
Philip Pogson is a director of 'The Leading Partnership,' a consulting firm specializing in strategic management and business development based in Sydney, Australia. He has held senior human resources and organizational development roles in the private and public sectors and in vocational training for people who are disadvantaged and unemployed long-term.
Table of Contents
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