- Oxford Library Of Psychology
- Short Contents
- Oxford Library of Psychology
- About the Editor
- Continuing to Build a Discipline at the Borders of Thought
- The Relationship between Adult Learning and Development: Challenging Normative Assumptions
- Qualitative Methods in Adult Development and Learning: Theoretical Traditions, Current Practices, and Emerging Horizons
- Latent Growth Models: A Quantitative Method for Studying Adult Development and Learning
- Prior Learning Assessment and the Developmental Journey: From “Mapless” to Cartographer
- The Interface of Adult Learning and Intelligence
- Self-Authorship and Metacognition: Related Constructs for Understanding College Student Learning and Development
- Emotion, Regulation, and Learning across the Adult Lifespan: Implications from Developmental Functionalism
- Principles of Interpersonal Competence and Motivation: Distinguishing Reciprocity and Affect in Social Contexts of Learning
- Identity Narratives during the Adult Years: Development and Learning
- Midlife Work Role Transitions: Generativity and Learning in 21st-Century Careers
- Psychological Functioning in Adulthood: A Self-Efficacy Analysis
- Constructing the Self in the Face of Aging and Death: Complex Thought and Learning
- Mature Transformations in Adulthood Facilitated by Psychotherapy and Spiritual Practice
- The Connection between Postformal Thought, Stage Transition, Persistence, and Ambition and Major Scientific Innovations
- Wisdom and Its Development: Learning to Become Wise(r)
- Religious, Spiritual, and Moral Development and Learning in the Adult Years: Classical and Contemporary Questions, Cognitive-Developmental and Complementary Paradigms, and Prospects for Future Research
- Mindfulness, Openness to Experience, and Transformational Learning
- Effects of Children on Adult Development and Learning: Fifty Years of Theory and Research
- Sibling Relationships as Opportunities for Development and Learning in Adulthood
- Work as the Catalyst of Reciprocal Adult Development and Learning: Identity and Personality
- Culture, Learning, and Adult Development
- We Are All Learning Here: Cycles of Research and Application in Adult Development
- A Close-up on Adult Learning and Developmental Diversity: Adult Growth in Cohorts and Collaborative Groups
- Doctoral Study: At the Intersection of Age-Related Change and Higher Learning
- Holistic Development, Learning, and Performance in College and Beyond
- Author Index
- Subject Index
Abstract and Keywords
In this chapter we examine the connections between adult learning and adult development from a narrative perspective, arguing that the master narrative of modernity shaped both fields in their earlier stages and that their interconnections derived from their sharing of that narrative, one that presumes an autonomous, rational self capable of agency, and that embraces a belief in the value and attainability of progress. In our postmodern era, many counter-narratives have arisen and we explore two that provide very different ways of conceptualizing the interconnections. Critical cultural pedagogy sees individuals as embedded in and shaped by cultural contexts, and it provides a means of understanding how master narratives of adult identity are portrayed and perpetuated, and how they can be resisted through hegemonic and counter-hegemonic public pedagogies. Non-Western cultures offer a perspective on adult learning and adult development that is communal rather than individualistic and interdependent rather than independent, valuing family, community, self-sacrifice, and spirituality.
M. Carolyn Clark, Department of Educational Administration, Texas A&M University.
Sharan B. Merriam, Department of Adult Education, University of Georgia.
Jennifer A. Sandlin, School of Social Transformation, Arizona State University.
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