By Isabel Borrás
This ebook describes an grownup non-formal studying version, grownup studying for Self and Relational progress (ALG), geared toward selling adults' improvement in autonomy and interdependence, from early maturity to outdated age. Grounded on tenets from cognitive psychology, philosophy, sociology, and grownup schooling, the version assumes that human improvement is propelled by means of mental wishes, own betterment and social belonging, and that the materialization of such improvement calls for at the one hand, the workout of human proposal skills like reflectivity, generativity, and creativity, and at the different, a milieu allowing such workout. to deal with these requisites, the version proposes a conviviality-oriented tutorial method with 3 studying venues (Explorations, Enrichments, and Creations) that includes a number of illustrative classes and initiatives. The method deals adults possibilities to entry and percentage info and information resulting in serious mirrored image on their ideals and price platforms, in addition to possibilities to exploit their creativity and generativity to specific their rules and emotions, and to behave for the typical solid. Attainment of the academic approach's targets, either age-related and common (Cultivate, Cope and Care), may well aid adults in achieving a decentralized personalist standpoint on improvement. A standpoint that, in accordance with own valuation and justification of person development with and through the expansion of others, might bring about adults' better self-determination, humanness, and capability for social switch. The booklet additionally describes and justifies the make-up of the model's aim inhabitants and the educational facilities compatible for its implementation.
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Additional info for Adult Learning for Self and Relational Growth (ALG): An Integrative Developmental Model
79). For Danish philosopher and pedagogue Nikolai Grundtvig (Lawson, 1994), education is a matter of social interaction leading to enlightenment, a coming to terms with the meaning of one’s own existence, rather than vocational training or formal instruction. And Jarvis (2008) sees in social interaction a tool against the individuation of the masses. In spite of these and other similar theoretical stances, few adult learning programs have targeted the adult’s relational growth issue. This assertion reaffirms, among others, the one of Ryff (1989) noting that the impact of positive interpersonal relations has been minimally addressed (only in social behavior with friends and family) by the literature on well being in older age.
Thus, let us address next the learning motivation issue. Learning Motivation The third section of this chapter summarizes different perspectives documented in the literature on learning motivation. The section also 23 Chapter 2 describes some of the motivating elements identified by those perspectives that are taken into consideration by the ALG model. Perspectives Psychology’s viewpoints on learning motivation include, among others, those dealing with its intrinsic or extrinsic nature, and those emanating from Self-Determination Theory (SDT) and Action Control Theory (ACT).
Personalism sees in education an instrument to “awaken” persons rather than to “create” them (Mounier, 1942/1952); an instrument to endow men and women with the liberty that rests on the awareness of one’s uniqueness and the chosen interdependence with others. Another French philosopher, Paul Ricoeur (1990/1996) reinforces many of Mounier’s ideas on personalism. His “hermeneutic of the self” builds upon an ethical structure with three components (self-esteem, concern for others, and just institutions) about which he says: The good life, expressed concretely in self-esteem and respect, cannot be separate from other people: Philia (friendship in Aristotelian terms) is a virtue that allows one to progress from the self to oneself through an understanding garnered from “otherness” and “reciprocity” that the other person is simply another like oneself.