Download Adult Learning for Self and Relational Growth (ALG): An by Isabel Borrás PDF

By Isabel Borrás

This e-book describes an grownup non-formal studying version, grownup studying for Self and Relational development (ALG), aimed toward selling adults' improvement in autonomy and interdependence, from early maturity to outdated age.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 via mental wishes, own betterment and social belonging, and that the materialization of such improvement calls for at the one hand, the workout of human notion skills like reflectivity, generativity, and creativity, and at the different, a milieu permitting such workout. to deal with these standards, the version proposes a conviviality-oriented educational technique with 3 studying venues (Explorations, Enrichments, and Creations) that includes a number of illustrative classes and tasks. The strategy bargains adults possibilities to entry and proportion details and data resulting in severe mirrored image on their ideals and price platforms, in addition to possibilities to exploit their creativity and generativity to specific their principles and emotions, and to behave for the typical reliable. Attainment of the academic approach's ambitions, either age-related and basic (Cultivate, Cope and Care), might support adults in achieving a decentralized personalist point of view on improvement. A point of view that, according to own valuation and justification of person progress with and through the expansion of others, might lead to adults' better self-determination, humanness, and potential for social swap. The ebook additionally describes and justifies the make-up of the model's objective inhabitants and the training facilities compatible for its implementation.

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Some Benefits of Multi-Age Adult Learning The gathering in the same educational environment of adults of different ages can be beneficial in many ways. First, an age-diverse adult population could lead to a more enriching learning interaction because of the variety of experiences each one of its members could contribute. In particular, the inclusion of the experience-gifted elder could be very valuable and thus, should be fostered as suggested by Withnall (2010) when she says: “…older people could also be given far more formal encouragement to share their knowledge and skills with other generations (not just children) and to learn from them in return” (p.

Without such awareness, and without the self-esteem it generates, the disadvantaged will hardly exercise their generativity potential outside their social circles, limiting themselves, somehow understandably, to abhor the powerful while at the same time in many cases, pitifully imitating their behaviors. Empathy. ” Cognitive psychologists differ on their views on the concept of empathy. While Titchener (1924), for instance, emphasizes its emotional character, Piaget (1932) highlights that cognitive component by which the empathizer understands, rather than share, other’s feelings and personal situation.

In the footsteps of Vygotsky, and combining anthropological and cognitive views, Situated Learning theory, (Lave & Wenger, 1991) highlights the role that task authenticity, context, and culture play on learning. Like Social Development theory, Situated Learning highlights the impact of social interaction and collaboration on learning. ” Moving further in the direction of the above theoretical and practical considerations, the ALG model sustains that the fostering of interdependence involves the practice of human generativity and that this, in turn, requires the valuing of oneself (conscientization) and the other (empathy).

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