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Chapter 1. Will outline what the author believes to be three shifts in contemporary society and academic thinking: 1. Structural changes in society resulting from globalising processes and the application of new information technologies have been expressed in the pervasiveness of risk, change and uncertainty; and the experience and prevalence of disruptions and discontinuities in life trajectories. Much of this book is about the formation of identities and it connection to learning and pedagogy. 2. The resurgence of lifelong learning, although it is normally associated with policy frameworks and instruments designed to reform national education and training systems, it also foregrounds pedagogy and learning. While adult learning in the past was strongly associated with the provision of 'adult education', it is now a more mainstream concern. The direct or indirect impact on psychology of the intellectual movement collectively labelled 'postmodernism'. Chapter 2. Humanistic psychology (Retitled Adult learning and self theories) This chapter provides and overview an evaluation of the concept of 'self directed learning' in the context of psychological theories of the self. Following the work of Nicholas Rose and Richard Edwards, I will add a section on the contemporary concern with identity, self, and reflexivity. Chapter 3 Psychoanalysis This chapter looks at the impact of psychoanalysis on thinking about persons and its potential to elucidate the emotional intensity of teaching and learning and to understand how education as a social practice can repress rather than liberate. I will add a section on the social thrust of psychoanalysis - starting with Marcuse and tracing his contemporary impact. Chapter 4 The development of identity during adulthood This chapter will be substantially rewritten. The aim is to examine social, educational and historical origins and consequences of the concept of 'development' as it has been applied to understanding the needs of adults. Pages 36-50 will be condensed to 4 pages. The work of McAdams, Burman and Gergen will be analysed - providing a narrative account of identity. Chapter 5 The development of intelligence and cognition This chapter describes and analyses theory and research on intellectual and cognitive development. It particularly follows the shift from considering abstract reasoning as the hallmark of intelligence to the idea that intellectual and cognitive functioning can only be understood in the particular context of its application. The section on Kohlberg will be deleted. The work of Billett on situated cognition will be added together with a section on the transfer of learning. Chapter 6 Learning styles This chapter examines the claim that adults have distinctive and classifiable 'learning styles'. It follows the debate concerning the origin and malleability of learning styles. Some commentary on the legacy of learning styles will be added. Chapter 7 Behaviourism This chapter is a critique of the intellectual tradition of 'behaviourism' and it impact on educational thought. This will remain largely as is but with some further commentary on contemporary practices relating to measurement/monitoring of performance in work settings. Chapter 8 Group dynamics and the group facilitator (re-titled 'The Learning Group') This chapter is concerned with psychological literature on group dynamics and the use of group methods in adult learning. Table 8.2 will be deleted. There will be a section on e-learning groups. It will be re-titled 'The Learning Group' Chapter 9 Critical Awareness (re-titled 'Transformative learning') This chapter focuses on the approach of some key adult educators who have promoted the concept of 'transformative learning' - learning which is aimed at fundamental change in learners. This chapter will be re-titled 'Transformative learning'. I will pick up some recent work of Brookfield and commentary from the recently established journal 'Journal of Transformative Learning'. I will also refer to recent work of my own linking pedagogy and personal change. Chapter 10 Concluding comment (retitled 'A psychological perspective on adult learning'). This chapter asks what psychology can reasonably be expected to contribute to an understanding of adult learning - both in terms of its status as a 'science' and its evolution as a practice. The chapter or subtitle will be changed to 'A psychological perspective on adult learning'. I will have a section on the 'lifelong learner' (perhaps replacing the section on Andragogy). What does it mean to be an effective adult/lifelong learner?
Library of Congress Subject Headings for this publication:
Adulthood -- Psychological aspects.
Learning, Psychology of.