Handbook of Adult Development and Learning

Handbook of Adult Development and Learning

by Carol Hoare
     
 
Adult development and learning have always existed as two separate fields of study, with development falling under psychology and learning under education. Recent advances in theory, research, and practice, however, have made it clear that an important reciprocal relationship exists between them: advances in development frequently lead to learning, and conversely,

Overview

Adult development and learning have always existed as two separate fields of study, with development falling under psychology and learning under education. Recent advances in theory, research, and practice, however, have made it clear that an important reciprocal relationship exists between them: advances in development frequently lead to learning, and conversely, learning quite often fuels development. The synchronicity between development and learning is responsible for positive changes in many capacities, including insight, intelligence, reflective and meta-cognition, personality expression, interpersonal competence, and self-efficacy. This synchronicity is also leading to the growth of a new discipline at the borders of adult development and learning. The Handbook of Adult Development and Learning is the first to bring together the leading scholars from both adult development and learning to explore what will form the foundation for this new discipline--the latest research at the intersection of these fields. It examines six major aspects of their intersection: foundations, key areas of integration, the self system, higher reaches of development and learning, essential contexts, and specific applications. An introductory chapter explains why it is so important to recognize and fuel the growth of this new discipline. Subsequent chapters review the latest theoretical and empirical literature and provide a rich itinerary for future research. This handbook is a must-read for all who promote optimal aging. It will be an invaluable reference for scholars in development and education, as well as rich resource for policy makers and practitioners, such as corporate executives and human-resource personnel.

Editorial Reviews

From the Publisher

"This is indeed the handbook that the field of human development has been waiting for. Development is traditionally and typically associated with early life, but developmental change occurs at all ages. Addressing the interactions among facets of learning and other aspects of developmental change in adulthood, the excellent contributors to this major work have been growing a discipline at the borders of thought. This compendium will be of immense value to researchers and clinicians for years to come."--Lewis P. Lipsitt, Professor Emeritus of Psychology, Medical Science, and Human Development, Brown University

"Learning and devlopment dominate the adulthood of real people, contrary to the static stereotype of popular culture. Carol Hoare's book skillfully captures the scope and depth of these adult changes. Beginning with a masterful overview of the field, this comprehensive resource documents and illuminates the rich variability of pathways of adult development and adaptation."--Kurt W. Fischer, Charles Warland Bigelow, Professor, and Director of Mind, Brain, and Education, Harvard University Graduate School of Education

"The single richest source available today for any teacher, student, practitioner, or scholar interested in adult transformation--the place where adult development and adult learning intersect."--Robert Kegan, Meehan Professor of Adult Learning and Professional Development, Harvard University Graduate School of Education

"A timely, comprehensive, and well-written survey of the interaction of adult development and intelligence. It is timely because in the last several years social and behavioral scientists in gerontology have rediscovered the value of lifecourse developmental theory and research in the study of human aging. At the same time, the authors illustrate a large and growing range of research and practice areas in which the topics familiar to gerontologists are located in a much wider variety of settings--education, law, nursing, ethnic studies, management, counseling. [This is] a book likely to make a significant contribution."--George L. Maddox, Duke Center for Aging and Human Development

"This is truly a seminal work...The book is truly comprehensive in its inclusion of different perspectives and factors as well as investigative approaches."--PsycCRITIQUES

"Learning and devlopment dominate the adulthood of real people, contrary to the static stereotype of popular culture. Carol Hoare's book skillfully captures the scope and depth of these adult changes. Beginning with a masterful overview of the field, this comprehensive resource documents and illuminates the rich variability of pathways of adult development and adaptation."--Kurt W. Fischer, Charles Warland Bigelow, Professor, and Director of Mind, Brain, and Education, Harvard University Graduate School of Education

"The single richest source available today for any teacher, student, practitioner, or scholar interested in adult transformation--the place where adult development and adult learning intersect."--Robert Kegan, Meehan Professor of Adult Learning and Professional Development, Harvard University Graduate School of Education

"This is indeed the handbook that the field of human development has been waiting for. Development is traditionally and typically associated with early life, but developmental change occurs at all ages. Addressing the interactions among facets of learning and other aspects of developmental change in adulthood, the excellent contributors to this major work have been growing a discipline at the borders of thought. This compendium will be of immense value to researchers and clinicians for years to come."--Lewis P. Lipsitt, Professor Emeritus of Psychology, Medical Science, and Human Development, Brown University

"A timely, comprehensive, and well-written survey of the interaction of adult development and intelligence. It is timely because in the last several years social and behavioral scientists in gerontology have rediscovered the value of lifecourse developmental theory and research in the study of human aging. At the same time, the authors illustrate a large and growing range of research and practice areas in which the topics familiar to gerontologists are located in a much wider variety of settings--education, law, nursing, ethnic studies, management, counseling. [This is] a book likely to make a significant contribution."--George L. Maddox, Duke Center for Aging and Human Development

"This is truly a seminal work...The book is truly comprehensive in its inclusion of different perspectives and factors as well as investigative approaches."--PsycCRITIQUES

"The Handbook of Adult Development and Learning is intended to stimulate discussion for the integration of learning and adult development. With a readable, yet sophisticated text, Hoare has successfully demonstrated how these constructs can be integrated."--The Psychological Record

"Carol Hoare brings a fresh perspective to adult development and learning....Part of the reason that is is fresh is that Hoare is trying something new: to bring together learning (adult education) and development (psychology) as interrelated fields and to thereby establish a new discipline or field of study....I am delighted to have it on my shelf."--Leona M. English, St. Francis Xavier University, Nova Scotia, Canada, reviewed in Journal of Adult Theological Education

Doody's Review Service
Reviewer: Christopher J Graver, PhD, ABPP-CN(Madigan Healthcare System)
Description: This book serves as a foundational work bringing together the fields of development and learning by evaluating the intersection of their rudiments, higher reaches of development and learning, essential contexts, and specific applications.
Purpose: According to the editor, the purpose is to introduce a conceptual integration of adult development and learning. This is done from different frames of reference and levels of analysis. The focus is on the continued development of adults throughout the lifespan — an area typically neglected in the developmental literature.
Audience: The editor does not indicate a specific audience. In major measure, this book appears to be targeted at students and those teaching courses on these topics, not practitioners or clinical researchers. The editor's peer-reviewed publication record is minimal and focuses mostly on the unpublished papers of Erickson. With a few exceptions, many of the contributing authors also seem to have gained their expertise from years of teaching, giving talks, or life experience on these topics, rather than from rigorous scientific contributions. Those researchers who have made resounding seminal contributions to this field are conspicuously missing from the list of contributing authors.
Features: The immediately noticeable feature upon opening this book is its small and dense print, making it demanding to read. In addition, there is frequent overlap between chapters, which can be tedious. The chapter on methodology is absent of unique contributions to the topics of development and learning, and provides an all-too-brief summary of general methodological issues. While it is difficult to identify specific problems with other chapters, the main points in each chapter are arduous to tease out for some reason. It is difficult to see the overarching relevance of each chapter and how it fits into the framework of the book. Several authors indicate that there is little empirical research on these topics, but they themselves have clearly not endeavored to build this body of scientific knowledge. The only strength of the book is that the existing literature is reviewed satisfactorily and references to important articles are included.
Assessment: This is clearly a fledgling attempt at creating a handbook. It tends to read like a review article, which includes topics from adult development and learning, but does not clearly integrate them, as was the purported goal. There are a few worthwhile chapters for those interested in this area, but there is significant work left before this can be considered a handbook in anything more than name. Many fields are interrelated and deserve a multidisciplinary look, but this book falls short of convincing that a handbook devoted to a new integrated field of development and learning is necessary.

Product Details

ISBN-13:
9780198038375
Publisher:
Oxford University Press
Publication date:
03/30/2006
Sold by:
Barnes & Noble
Format:
NOOK Book
File size:
3 MB

Related Subjects

Meet the Author

Carol Hoare is Professor of Human Development and Human Resource Development in the Department of Counseling and Human and Organizational Studies, Graduate School of Education and Human Development, The George Washington University. An alumna of Carlow College and the University of North Carolina at Chapel Hill, Hoare earned her doctorate in Adult Learning and Human Development at the George Washington University. She has served as a university trustee, provided consultation to national and international organizations, and, at The George Washington University, has served as department chair and co-director of the University Office for Community Services. She has studied, taught, and published on topics in adult development and learning for twenty-five years, and is the author of more than fifty origninal research articles, paper presentations, book chapters, and invited addresses. Her recent book, Erikson on Development in Adulthood: New Insights from the Unpublished Papers, has received wide ranging acclaim in the United States and abroad.

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