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date: 24 June 2018

(p. xv) Preface

(p. xv) Preface

This second edition of the handbook continues to address various ways in which development during the adult years leads to learning, and learning results in development.

We consider 18 constructs, ranging from the development of self-authorship to cognitive development, as well as varied contexts for development and learning. At times, development is seen to propel learning changes, while in other cases development is seen as proceeding from learning opportunities, resources, interests, and involvement. I emphasize once again that the bodies of knowledge and disciplines involved are not conceived as those in which one field, psychology or learning, subsumes the other. Scholars tend to function separately in these disciplines, and there is always a tendency to subordinate another field’s content to one’s own way of seeing and studying phenomena. The authors of this volume have made decided efforts to see anew, to construct an integrated terrain that goes beyond either development or learning. Together we ask how various forms of ongoing development—adult intelligence, self-efficacy, insight, creativity, and others—are reciprocal with learning engagement such that a scaffolded relationship unfolds.

As before, the contributors to this volume offer and extend vibrant theories, research reviews, conceptual itineraries, and practical applications. In certain instances, new content appears. In other cases, authors have updated the chapters they contributed to the first edition. I commend their efforts. I am in debt to the goodwill they exhibited throughout our road together.

Although this is the second edition with respect to reciprocal relationships, we understand that the full panoply of development-learning associations is yet to be seen. However, we believe profoundly that adults learn and develop in synchrony. We hope that our first-phase efforts will inspire many others to explore the integrated constructs entertained in this volume, and that scholars will conceive of other development-learning connections as well.

The various chapter authors approach their constructs from different levels of analysis, yet together they show the promise of this new field. If, as noted for the prior edition, this volume leads to improved understanding and more conversations among those working in our disparate disciplines, it will have been useful. In that there are no journals or conferences dedicated to the reciprocal influences we address, if such vehicles for discourse were established, this volume will have been enormously beneficial. (p. xvi)