ABSTRACT
This critical literature review traces the roots of how adult cognitive development and learning are conceptualised. It addresses some implicitly included historical and philosophical concepts, analysing especially the concept of change, and ontological assumptions included in the Piagetian and neo-Piagetian “postformal thinking” traditions. Two major theories that have had an important impact on modern scientific discussion regarding adult cognitive development are discussed: Piaget’s and Perry’s theories of logical thinking and assumptions of knowledge. They have served as basic sources for several new innovative models with their respective, mutual similarities and differences. The chapter offers conceptual criticism for some widely used terms, such as postformal or relativistic-dialectical thinking, and proposes that these be replaced with the term “contextual integrative thinking” or just “integrative thinking”. The chapter also addresses the hermeneutic ontological preunderstandings underlying different theoretical approaches. Particularly, this chapter highlights the position of multiperspective and contextual integrative thinking as alternative concepts and also as subcomponents of wisdom. Wisdom is defined as the ideal goal of human behaviour, based on cultural values. Adult developmental and wisdom research are closely connected by the notion of integration. This chapter reflects the overarching idea of the whole book: to offer a multidimensional and holistic view on adult cognitive development, adult learning, and related research.
