The recent dramatic increases in life expectancy, rapid changes in technology and sociocultural patterns, a better understanding of the concept of development, and other factors have given adult development an increasingly important place in the investigations of both psychologists and educational researchers Merriam Merriam mentions four individuals--Carl Jung, Charlotte Buhler, Erik Erikson, and Robert Havighurst--as major figures in the early investigation of adult development and outlines the principal points of the theories underlying their models:. Jung views youth as a period of expanding consciousness, middle age as a period of questioning long-held convictions, and old age as a period of increased introspection and preoccupation with self-evaluation. The first period, which extends from birth to age 15, is a period of physical growth in which decisions begin to be made; the second, from age 15 to age 25, is a period of sexual reproduction and goal setting; the third, from age 25 to age 45, is one in which goals are examined and attention begins to be focused inward; and the fourth, from age 46 to age 65, is a time of physcial decline and self-assessment. The three adult stages of the model are viewed as struggles devoted to the accomplishment of a primary task: young adulthood, a struggle between intimacy and isolation; middle age, a struggle between generativity and stagnation; and old age, a struggle to achieve a sense of ego integrity. In a review of the literature on adult development, Merriam singles out the following recent theorists and their age-related sequential models of adult development:.
Four Adult Development Theories and Their Implications for Practice
becreativebeyourself.com: Handbook of Adult Development and Learning (): Hoare, Carol: Books
Both the content and process of graduate education promote adult development. As developing people, adults usually enroll in graduate programs at times when they are building or changing the structure of their lives. Graduate programs, particularly nontraditional programs, can address both the growing adult as well as uphold relevant standards of intellectual excellence and professional expertise. This is a preview of subscription content, log in to check access. Rent this article via DeepDyve.
Adult development and adult learning styles: The message for nontraditional graduate programs
Enter your mobile number or email address below and we'll send you a link to download the free Kindle App. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. To get the free app, enter your mobile phone number. Adult development and learning have always existed as two separate fields of study, with development falling under psychology and learning under education. Recent advances in theory, research, and practice, however, have made it clear that an important reciprocal relationship exists between them: advances in development frequently lead to learning, and conversely, learning quite often fuels development.
We often take for granted that people know how to learn. After all, we all had to learn while in school, right? But that can be a dangerous attitude to take when it comes to corporate training initiatives.