Handbook of adult development and learning

598 Pages·2006·2.61 MB·English

by  Hoare

Handbook of Adult
Development and Learning
Carol Hoare,
Editor
OXFORD UNIVERSITY PRESS
Handbook of Adult Development
and Learning
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HANDBOOK OF
ADULT DEVELOPMENT
AND LEARNING
Edited by
Carol Hoare
1
2006
3
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Copyright © 2006 by Oxford University Press
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Library of Congress Cataloging-in-Publication Data
Handbook of adult development and learning / edited by Carol Hoare.
p. cm.
Includes bibliographical references and index.
ISBN-13: 978-0-19-517190-7
ISBN-10: 0-19-517190-X
1. Adulthood—Psychological aspects. 2. Learning, Psychology of.
3. Adult learning. I. Hoare, Carol Hren.
BF724.5.I58 2006
155.6—mdc22 2005014219
1 3 5 7 9 8 6 4 2
Printed in the United States of America
on acid-free paper
To Jenny and Ray—
Two wonderful children who are everything their Dad and I
always thought they would be—and more.
In memory of my loving parents and grandparents—
Mary Ann Matesevac Hren and Frank J. Hren,
Mary Elizabeth Horvath Matesevac and Michael S.(Buddy) Matesevac,
without whom...
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Preface
The idea for this handbook began about 15 years ago human mind arranges material hierarchically in its
when I started teaching concurrent graduate courses mental file cabinet, and whether by preference or
in adult development and adult learning. Rather training, certain content and concepts become subor-
quickly, material from one course bled into the other, dinate to others. That is not the intent of this text.
and it soon became clear that it was artificial to con- Rather, the authors of this volume open the door to
sider adults in their development without including the possibility of a broader space in which many of the
learning and equally artificial to treat adults as learn- constructs we entertain separately—adult insight,
ers while suspending developmental attributes. At intelligence, cognition, reflective thinking, interper-
some point, I stopped trying to keep learning and de- sonal competence, self-efficacy, and others—are even-
velopment apart and integrated the two. As a result, tually known as a web in which development sponsors
this book came slowly into focus. In early 2003, learning and learning fuels development.
Catharine Carlin of Oxford University Press encour- The contributors to this volume offer rich theo-
aged me to consider editing a handbook on adult de- ries, analyses, research reviews, practical applications,
velopment, but then graciously acquiesced to a and conceptual itineraries. I roundly applaud their in-
proposal for this integrated volume. Thus, the design terest and sustained efforts. It is difficult to force one’s
of what is now in hand took root. thinking into boundaries, particularly when the inter-
At the outset, I emphasize that the purpose of the secting disciplines are themselves rather young. Thus,
volume is not to introduce a subfield in which one each of us knows that an encyclopedic account of the
discipline is central and the other subordinate, but to many potential ways in which there is synchrony, or
begin what must become a conceptual integration of perhaps causal reciprocity, between learning and de-
adult development and learning. Too quickly, the velopment is not yet possible. Yet we share a hardy
viii PREFACE
conviction that adults grow and learn in unison. The tentially unified discipline of theory, inquiry, and prac-
internal and external contexts of adult life provide tice. If this volume stimulates greater dialogue among
rich resources for learning and developmental those working within the respective disciplines of adult
change; although the great wealth of this territory is development and learning, it will prove useful. If it
largely unexplored, we are pleased to risk stepping results in established, reciprocal connections between
into its frontier. development and learning in adulthood and in syn-
Writing from different frames of reference and lev- chronous theory, research, and practice in these
els of analysis, each author considers the topical area of currently dissociated disciplines, it will have been suc-
his or her considerable study. Clearly, the topics do not cessful. We step briskly toward a future in which it is
cover the complete landscape of adult development obvious that as we learn, so shall we develop, and as we
and learning. But together they do point toward a po- develop, so are we better equipped to continually learn.
Acknowledgments
I am indebted to many persons who were vital in but only in short spurts,’’ is a Bridget-ism I will long
bringing this volume to completion. The few words I remember. An enormously talented woman, she was
offer here are only a small tribute to their talents,work, a cherished friend throughout.
and support. Without their commitment, this project The anonymous reviewers who wish to remain un-
would surely have faltered. sung were extremely helpful to me and, I believe, to
First, I thank each of the authors who contributed the contributing authors. Their careful reading of the
to this volume. Their contributions to thought are ap- chapters and their prompt feedback were unparal-
parent in their individual histories of publication, re- leled. Their gracious goodwill was an added bonus.
search, and teaching, as well as in their chapters here. Diana Bermudez-Rodriguez helped me in the be-
Some put aside their own work to write for this hand- ginning phase of the project. I am grateful for her ex-
book, and I am most grateful. All were gracious in the cellent work in ferreting out material and synthesizing
revision process, some willingly rewriting several research data. Diana’s spirited good cheer and gen-
times to better address the juncture of development erosity of self infused the design phase.
and learning. Julie Nelson, entering the project near its comple-
Bridget Cooper was at my side from the begin- tion, was a superior language editor, improving a num-
ning. I am deeply grateful to her. Her initiative, re- ber of chapters, including my own. Julie was highly
sourcefulness, and commitment made her much competent and supportive. I value her many talents,
more than a research associate. Many were the times as well as her grace and friendship.
that she put aside work on her doctoral dissertation to My colleagues, too numerous to chronicle, were
advance the book’s progress. Many were the times supportive throughout. Richard Lanthier, Honey
that her good humor kept me going. “Crazy is good, Nashman, and Lynda West were always behind me,