Being and becoming: a student trajectory |
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| Authors: | Ronald Barnett |
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| Institution: | Institute of Education, University of London |
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| Abstract: | This article analyses the intellectual discourses of adult development and adult learning. It argues that through a process of transformative adult learning individuals can experience the disintegration and reintegration of past and present human growth. The development of adults is considered not in terms of discrete theories but as a collage of theories. The writers analyse and interpret the literature that attempts to study the interaction of individuals in the total context of the inner and outer forces that impinge on their life. We conclude from a study of the literature that adult development, from a transformative perspective, is more than adjustment to a particular society; it is a qualitative change in how one views the world; it involves tension and struggle that are productive of a new consciousness. This change occurs through a dialectical process that calls for movement through the old style of meaning‐making to a reconstruction of meaning that is a synthesis of the old and the new. It is also concluded that adult learning can foster critical awareness and critical consciousness that can effect a transformation in the way adults see themselves and others. The route to transformative adult development and transformative learning lies in acknowledging contradictions and differences and working through them, as opposed to ignoring or circumventing them. |
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