Part 2c - Summary to date with adult development theories

In essence, both theories (Merriam & Clark 2006, Pourchot & Smith, 2004) ponder upon the definitions of development, learning and have no clear definitions and demarcations of the stages of adolescence through to adulthood, what learning actually is and what complete development looks like. In each perspective, adult development is defined as changes in the life span of an individual (ibid.). In the following paragraphs, we will look at how reflective thinking is positioned within these theories that in some cases, hold different perspectives. We will examine:

i. the idea of development as a life-long, continuous, multi-directional process,

ii. how adult development is entrenched in life experiences,

iii. cognitive development in adult learning and

iv. contexts in which learning and development occur.

Soon, at the final stages of this blog series, we will conclude by considering how reflective thinking may be delivered differently from the alternative views gathered.