Part 7 – Conclusion - Implications and alternative approaches to the delivery of reflective thinking

Relevance, congruence and application in real life situations are key considerations in reflective thinking processes. These should be aligned with adult cognitive styles and strengths and ‘linked effectively with past experience, present career and life situations and perceived future needs’ (Pourchot and Smith, 2004, pp. 75-76). Another illuminating idea from life-span psychologists that can be applied more consistently in reflective thinking is to engage the learners beginning with current skills, interests, knowledge, and addressing the current and future ambitions of the learner (ibid.). Since Pourchot and Smith (2004) argue that adult cognition is more domain specific, the learner’s real life experiences can be used (in connection with theory) in presenting examples, metaphors, broad concepts and problems and questions, with regards to enabling the process of reflective thinking. In facilitating adults to higher plains of maturity and development, reflective thinking can stimulate and challenge them as they exercise judgement, creativity and wisdom, and apply multi-dimensional cognitive and thinking abilities in the process (ibid.).

In light of Merriam and Clark’s ideas (2006), since adult learning takes place in a vast range of social contexts, as a precursor to the reflective process, the learning environment and learning activities need to be as authentic as possible as given in social practice. Consequently, reflection can take place as the situation occurs (‘reflection-in-action’ or after the occurrence ‘reflection ‘on-action’) (Merriam and Clark, 2006, p. 47). In addition, an adult’s thinking can expand beyond their own personal experiences to include socio-cultural contexts. The value of reflective thinking here is the creation of space ‘where the self can be defined or restructured’ (Merriam & Caffarella, 1999, p. 109). The factors that shape learning and development have been discussed at length. The theories reveal that reflective thinking gives rise to deep learning which leads to personal change and hence development through different contextual facets. Adult development is a life-long process in a dynamic ever-changing world. In comparing and contrasting two key theories of development, this blog series has tied together some of the concepts behind adult learning, growth, development and identified alternative means to advance the practice of reflective thinking as a powerful process of change, transformation and development for both practitioners as well as students.

All 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.