ABSTRACT
Educators of adults, and of those emerging into adulthood, whether they are college faculty, high school teachers, or adult educators, can use transformative action-inquiry, with regards to how colleges, schools, and adult learning programs contribute to students learning “content” and expert knowledge, as well as their “overall” development of the learners, as “human beings” including by aiding their progress or transition to the next stage of human development, in the context of lifespan human development. There need not be a dichotomy between the development of knowledge and expertise in a field of study and the pursuit of a “liberal education” of the “whole person.” From insights at WISR, we consider:
Thus, we may gain appreciate how attention to the “process” and “content” of learning can work together.
interconnections between stages of ego development and cognitive development, with increasingly expert stages of knowledge and skills;
the emotional qualities and challenges often involved in making transitions from one stage to the next;
how different curricular models tend to have an “upper limit” on the development that they most commonly encourage; and
the role of “script-improvisation” and collaboration in creating greater opportunities for and likelihood of greater development.
