Part 5 - Cognitive development and higher levels of consciousness

Cognitive development features as a necessary component for change in both theories. This involves changes in thinking patterns (including knowledge, attitudes and beliefs) that occur in conjunction with learning (Merriam & Clark, 2006; Pourchot & Smith, 2004). Lifespan psychologists differentiate the notion by adding that cognitive abilities in adulthood are qualitatively different and often unique compared to childhood development (Pourchot & Smith, 1998, Pourchot & Smith, 2004). They posit that developed adults are more capable of higher order thinking and tend to excel further in ‘interpersonal relationships, practical judgement, creative endeavours and wisdom’ (Pourchot & Smith, 2004. The themes of sophisticated adult cognitive thinking style are well suited to the process of critical or reflective thinking, as upheld by Brookfield and Mezirow (Pourchot & Smith, 2004, p. 77). Pourchot and Smith (2004, p. 73) also suggest that adult cognition tends to be ‘highly contextual and domain specific’. Since adults have highly adaptive abilities and can function effectively through using their experience and expertise in particular fields, adults can be invited to share their experiences and expertise with the group in addition to self-reflection processes (ibid.).

The idea of adult thought development is supported, but described differently by Merriam and Clark as change towards “higher more mature, more integrated levels of functioning” (Merriam & Clark, 2006, p. 29). Merriam and Clark (2006) also add that learning is dynamic, multi-layered, multi-faceted, interconnected in time, space, society and relationships. In addition, they incorporate adult learning theories of situated cognition which attempts to encapsulate the full social context in its learning environment. Here, the interaction of the learner, tools, the learning activities and the context are crucial (ibid.). This multi-dimensional focus of learning and adaptability is necessary in keeping up with a world of constant change, and hence adults need to cognitively develop higher levels of consciousness throughout their lives (ibid.). The idea that development comes from a wide range of contexts are further discussed in the next blog (Part 6).

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.

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.