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Adult Learning for Self and Relational Growth (ALG)
An Integrative Developmental Model
Reihe: - International Issues in Adult Education, Band: 17
Autor:in:
This book describes an adult non-formal learning model, Adult Learning for Self and Relational Growth (ALG), aimed at promoting adultsâ development in autonomy and interdependence, from early adulthood to old age.
Grounded on tenets from cognitive psychology, philosophy, sociology, and adult education, the model assumes that human development is propelled by two psychological needs, personal betterment and social belonging, and that the materialization of such development requires on the one hand, the exercise of human thought abilities like reflectivity, generativity, and creativity, and on the other, a milieu enabling such exercise.
To address those requirements, the model proposes a conviviality-oriented instructional approach with three learning venues (Explorations, Enrichments, and Creations) featuring a variety of illustrative courses and projects. The approach offers adults opportunities to access and share information and knowledge leading to critical reflection on their beliefs and value systems, as well as opportunities to use their creativity and generativity to express their ideas and feelings, and to act for the common good.
Attainment of the instructional approachâs objectives, both age-related and general (Cultivate, Cope and Care), could help adults achieve a decentralized personalist perspective on development. A perspective that, based on personal valuation and justification of individual growth with and by the growth of others, could result in adultsâ greater self-determination, humanness, and capacity for social change.
The book also describes and justifies the makeup of the modelâs target population and the learning centers suitable for its implementation.
Grounded on tenets from cognitive psychology, philosophy, sociology, and adult education, the model assumes that human development is propelled by two psychological needs, personal betterment and social belonging, and that the materialization of such development requires on the one hand, the exercise of human thought abilities like reflectivity, generativity, and creativity, and on the other, a milieu enabling such exercise.
To address those requirements, the model proposes a conviviality-oriented instructional approach with three learning venues (Explorations, Enrichments, and Creations) featuring a variety of illustrative courses and projects. The approach offers adults opportunities to access and share information and knowledge leading to critical reflection on their beliefs and value systems, as well as opportunities to use their creativity and generativity to express their ideas and feelings, and to act for the common good.
Attainment of the instructional approachâs objectives, both age-related and general (Cultivate, Cope and Care), could help adults achieve a decentralized personalist perspective on development. A perspective that, based on personal valuation and justification of individual growth with and by the growth of others, could result in adultsâ greater self-determination, humanness, and capacity for social change.
The book also describes and justifies the makeup of the modelâs target population and the learning centers suitable for its implementation.
Educational Researchers and their students