Learning and Change in the Adult Years. A Developmental Perspective

  • ID: 2210992
  • Book
  • 240 Pages
  • John Wiley and Sons Ltd
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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

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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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Mark Tennant
Philip Pogson
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