- 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
We describe an adult holistic developmental factor that underlies individual differences on measures derived from the theories of Jane Loevinger, Lawrence Kohlberg, Carol Gilligan, and William Perry. Drawing on these theories, we propose features of a structural developmental construct of moral self that can account for the observed empirical distinction between holistic and cognitive development. Based on a further review of the empirical relationship between adult holistic development and multidimensional performance, we conclude that mutuality in interactions with others, openness to experience, and creativity are developmental learning processes that are self-reinforcing. Likewise, breadth of learning and activities promote adult holistic development. We frame our review of research and theory with our educational metatheory of domains of growth in the person. By describing how we have developed this metatheory and have used it to represent college outcomes, we clarify its dialectical location and broach the need for and limits of pluralism.
Glen Rogers, Educational Research and Evaluation, Alverno College.
Judith Reisetter Hart, Institute for Educational Outreach, Alverno College.
Marcia Mentkowski, Educational Research and Evaluation, Alverno College.
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