Part 4 - Adult development is entrenched in life experiences

Both theories agree that a core component of adult development involves life experiences (Merriam & Clark, 2006, Pourchot & Smith, 2004). For Merriam and Clark (2006), every day to day life experience is an opportunity to be a learning experience especially when the individual attends to the life event, in order to make sense of experiences and to adjust, expand and change as result (ibid.). These constructs form and change with time and society, and are considered significant transformational progressions contributing to development and growth (ibid.). On the other hand, Pourchot and Smith (2004) tend to focus on formal learning design in the use of real life experiences in. For the latter, it appears that experiences are the subjects or textbooks of learning and development (Pourchot & Smith, 2004). They suggest that often, formal assessments of adult learning are not within the context of real-life and hence, are less effective (including reflection exercises) (ibid.). They suggest that these evaluative methods need to be refined in consideration that adults perform better in real life situations (ibid.). In contrast, Merriam and Clark (2006) tend to view life as the classroom and hence reflection is viewed as fundamental to learning. Whether in the formal classroom or in everyday life, the concept of development and learning is strongly linked to real life experiences, transformation and new ways of thinking.

References

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.

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.