Part 2b - An Eclectic Post Modern Approach to Developmental Psychology

Merriam and many of her educational practitioner associates have a broad, pragmatic definition of development. Development is viewed as a lifelong process, as change over time and is very much an internal psychological process determined within a person’s own context (Merriam & Caffarella, 1999; Merriam & Clark, 2006).

“We have defined development as change over time or change with age, meaning that change can involve increases or decreases, gains or losses, moving forward according to some normative understanding, or slipping backward.”

(Merriam & Clark, 2006, p. 29)

Merriam & Clark (2006) argue that development and learning are inter-twined, and that reflection leads to deep learning, identity construction and personal change. The works of Kegan, Gould, Daloz, Perry and Mezirow demonstrate that engaging with life experiences results in the change of meaning construction, expansion of skills, self and shifts in life perspectives (Merriam & Clark, 1991). In addition, Merriam and Clark (2006) believe that all individuals have potential for growth and increase their cognitive levels of integrated functioning although these changes can sometimes trigger a reverse in development. A broad spectrum of moral, emotional, social, cultural, historical, personal, and biological factors influence development including contexts of demographics, sexuality and class (Baumgartner 2001, Merriam & Caffarella, 1999, Merriam & Clark, 2006).

References

Baltes, P.B. 1987, ‘Theoretical propositions of life-span developmental psychology: on the dynamics between growth and decline’, Developmental Psychology, American Psychological Association, Inc. Vol. 2.1, No. 5, pp. 611-626.

Baumgartner, L.M. 2001, ‘Four adult development theories and their implications for practice’, National Center for the Study of Adult Learning and Literacy, Vol. 5, Issue B.

Bonk, C.J. & Kim, K.A. 1998, ‘Extending sociocultural theory to adult learning’ in M.C. Smith & T.L. Pourchot (eds), Adult learning and development : perspectives from educational psychology, Lawrence Erlbaum Associates, Mahwah, New Jersey, pp.67-88.

Brookfield, S. D. 1987, Developing critical thinkers, Jossey-Bass, San Francisco.

Brookfield, S. D. 1991, ‘The development of critical reflection in adulthood’, New Education, Vol. 13 No. 1, pp. 39-48.

Rodgers, C. 2002, ‘Defining reflection: another look at John Dewey and reflective thinking’, Teachers College Record, Vol. 104, No. 4, pp. 842-866.

Merriam, S.B. & Caffarella, R.S. 1999, Learning in adulthood: a comprehensive guide, Jossey-Bass, San Francisco.

Merriam, S. B. & Clark, M.C. 2006, ‘Learning and development: the connection in adulthood’, in H. Carol (ed), Handbook of adult development and learning, Oxford University Press, Oxford, New York, pp. 27-51.

Mezirow, J. 1991, Transformative dimensions of adult learning, Jossey-Bass, San Francisco.

Pourchot, T.L. & Smith, M.C. 2004, ‘Some implications of life span developmental psychology for adult education and learning’, PAACE Journal of lifelong learning, Vol. 13, pp. 69-82.

Smith, M.C. & Pourchot, T.L. 1998, ‘Toward an adult educational psychology’ in M.C. Smith & T.L. Pourchot (eds), Adult learning and development: perspectives from educational psychology, Lawrence Erlbaum Associates, Mahwah, New Jersey, pp.259-266.