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Download Becoming Adult Learners: Principles and Practices for by Eleanor Drago-Severson PDF

By Eleanor Drago-Severson

This e-book deals a brand new and promising option to aid adults in grownup simple schooling (ABE) and English for audio system of different languages (ESOL) courses in particular, and novices in grownup schooling, quite often. employing popular Harvard collage psychologist Robert Kegan's constructive-development idea,

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Extra resources for Becoming Adult Learners: Principles and Practices for Effective Development

Example text

2001a). With this way of knowing, the self, others, and the world participate in a swirl of values, loyalties, and longer-term purposes that are seen to underlie events, attributes, and immediate preferences. Socializing knowers are not, however, able to externalize another person’s point of view; that is, they do not have the capacity to consider that point of view from a distance and evaluate it or have perspective on it. In other words, the major limitation to this way of knowing is that a person does not yet have the capacity to consult herself about the shared reality.

3 Constructive-developmental theory attends to the ways in which people make sense of their experiences with respect to cognitive, intrapersonal (the self’s relationship to itself), and interpersonal lines of development. It attends to both the structure and the process of a person’s meaning-making system and is based on two fundamental ideas: constructivism, which takes the view that people actively construct, or make sense of, their experiences (that is, reality), and developmentalism, which proposes that the ways in which people make meaning (that is, their constructions of reality) can develop over time according to regular principles of stability and change (Kegan, 1982).

An authority over one’s own identity marks the attainment of a self-authored way of knowing, which can retain its integrity in the company of others. In the transition from these two whole meaning structures, the self gradually renegotiates the subject-object balance in that the self is now able to have a perspective on the interpersonal relationships with which it had been closely identified. During this transition, the self develops the capacity to look to its own internal value “generator” as the source of feelings and principles.

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