By Isabel Borrás
This publication 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 previous age. Grounded on tenets from cognitive psychology, philosophy, sociology, and grownup schooling, the version assumes that human improvement is propelled by way 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 notion talents like reflectivity, generativity, and creativity, and at the different, a milieu allowing such workout. to deal with these necessities, the version proposes a conviviality-oriented educational technique with 3 studying venues (Explorations, Enrichments, and Creations) that includes various illustrative classes and tasks. The strategy deals adults possibilities to entry and proportion details and information resulting in serious mirrored image on their ideals and price structures, in addition to possibilities to take advantage of their creativity and generativity to precise their principles and emotions, and to behave for the typical strong. Attainment of the academic approach's goals, either age-related and normal (Cultivate, Cope and Care), may well support adults in achieving a decentralized personalist standpoint on improvement. A viewpoint that, according to own valuation and justification of person development with and via the expansion of others, may bring about adults' higher self-determination, humanness, and potential for social switch. The booklet 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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Extra info for Adult Learning for Self and Relational Growth (ALG): An Integrative Developmental Model
Lens, Paixão and Herrera (2009) report empirical data indicating that although extrinsic motivation appears to be of lesser quality than intrinsic motivation, some of its types may serve as cognitive and affective supports for the performance of a large number of instrumental and exploratory tasks and activities including “…choice-making throughout the life-span, cognitive and behavioral performance in significant transitional moments within the educational system and between school and the world of work, and the psychological integration of diverse personal and social phenomena affecting the decision-taking process” (p.
Notes Developmental psychologists like Havighurst (1972) (from whom the present work borrows the tripartite age classification Early Adulthood, Middle Age and Later Maturity), Bühler (1935), Super (1957), Erikson (1963), and Levinson, Darrow, Kleine, Levinson, and McKee (1978) agree that it is difficult to establish a unified criterion on the classification of main human age periods. , fair distribution of wealth, widespread availability of care, generalization of hygiene practices, or quality of humans’ physical and psychological environments).
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).
Adult Learning for Self and Relational Growth (ALG): An Integrative Developmental Model by Isabel Borrás