By Eleanor Drago-Severson
This publication deals a brand new and promising technique to help adults in grownup uncomplicated schooling (ABE) and English for audio system of different languages (ESOL) courses in particular, and beginners in grownup schooling, ordinarily. making use of well known Harvard collage psychologist Robert Kegan's constructive-development thought,
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Extra info for Becoming Adult Learners: Principles and Practices for Effective Development
In the shift from socializing to self-authoring, this might manifest as the strength of considering others’ perspectives balancing with the commitment to one’s own point of view. In a Y/X stance, for instance, Y is dominant and other perspectives are important but not crucial in the emergent selfauthoring identity. Before fully attaining Y status, the individual acts from a Y(X) position, in which the X is merely a trace of a previous mindset, just as Y was a hunch in the X(Y) perspective. As mentioned earlier, moving from one phase to the next is a gradual, sequential, and incremental process.
Regardless of the way that a person is making sense of experience, the self strives to make itself cohere; it organizes experiences in ways that are reflective of its meaning-making system. This coherence is preserved until the self is no longer able to incorporate new experiences into the existing meaning-making system. This is the point at which the subject-object balance is gradually renegotiated and a new, more complex subject-object balance evolves. Transition from one developmental stage or level to another 22 Becoming Adult Learners is an incremental progression of increasing complexity in an individual’s cognitive, emotional, interpersonal, and intrapersonal capacities.
This kind of developmental mindfulness may allow us to meet and better support adults with a diversity of learning needs and ways of knowing—and a diversity of hopes for the future. C H A P T E R 2 Understanding Constructive-Developmental Theory T HE STUDY FOCUSED on in this book investigated the learning experiences of a group of shop-floor workers enrolled in an adult diploma program at the Polaroid Corporation. The theoretical framework used by our research team to guide the project at Polaroid and the other two research sites was built on the principles of psychologist Robert Kegan’s constructive-developmental theory of adult growth and learning (1982, 1994).
Becoming Adult Learners: Principles and Practices for Effective Development by Eleanor Drago-Severson