By Isabel Borrás
This booklet describes an grownup non-formal studying version, grownup studying for Self and Relational progress (ALG), geared toward selling adults' improvement in autonomy and interdependence, from early maturity to previous age. Grounded on tenets from cognitive psychology, philosophy, sociology, and grownup schooling, the version assumes that human improvement is propelled via mental wishes, own betterment and social belonging, and that the materialization of such improvement calls for at the one hand, the workout of human inspiration talents like reflectivity, generativity, and creativity, and at the different, a milieu allowing such workout. to handle these necessities, the version proposes a conviviality-oriented tutorial strategy with 3 studying venues (Explorations, Enrichments, and Creations) that includes numerous illustrative classes and initiatives. The strategy deals adults possibilities to entry and percentage info and data resulting in serious mirrored image on their ideals and price structures, in addition to possibilities to take advantage of their creativity and generativity to specific their rules and emotions, and to behave for the typical sturdy. Attainment of the academic approach's goals, either age-related and normal (Cultivate, Cope and Care), may well aid adults in achieving a decentralized personalist standpoint on improvement. A point of view that, according to own valuation and justification of person progress with and by means of the expansion of others, might bring about adults' higher self-determination, humanness, and capability for social switch. The booklet additionally describes and justifies the make-up of the model's aim inhabitants and the educational facilities appropriate for its implementation.
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Extra resources for Adult Learning for Self and Relational Growth (ALG): An Integrative Developmental Model
The less fortunate. , McLaren, 2006), the ALG model would seek to benefit adults who were less prone or less able to learn during their younger years in, among others, two ways. On the one hand, the underprivileged would be able to exercise their right to education on a classless environment where learning would be offered to them not as a charitable token but as a path to self and relational improvement open to everybody. And on the other, they would profit from a pedagogical approach that, drawing on cognitive theory and research on compensation and social interaction, would make the most out of their learning potential.
Thus, let us address next the learning motivation issue. Learning Motivation The third section of this chapter summarizes different perspectives documented in the literature on learning motivation. The section also 23 Chapter 2 describes some of the motivating elements identified by those perspectives that are taken into consideration by the ALG model. Perspectives Psychology’s viewpoints on learning motivation include, among others, those dealing with its intrinsic or extrinsic nature, and those emanating from Self-Determination Theory (SDT) and Action Control Theory (ACT).
His aforementioned MKO and ZPD 18 Model THEORETICAL GROUNDS concepts seem suitable to the pedagogical approach ALG model proposes. Because of its variety in terms of age, skills and knowledge, the population targeted by the ALG model would benefit greatly from the implementation of collaborative techniques embodying those concepts. In the footsteps of Vygotsky, and combining anthropological and cognitive views, Situated Learning theory, (Lave & Wenger, 1991) highlights the role that task authenticity, context, and culture play on learning.
Adult Learning for Self and Relational Growth (ALG): An Integrative Developmental Model by Isabel Borrás