Advertisement

Innovative Higher Education

, Volume 12, Issue 1, pp 26–41 | Cite as

Adult development and disciplinary content: A guide to effective teaching of adults

  • Charles S. Claxton
  • Susanne B. Darnell
  • Geneva B. Reid
  • Cecil G. Shugart
Articles
  • 32 Downloads

Abstract

Most of the literature dealing with effective teaching of adult students deals with particular teaching methods. As important as suchprocess suggestions are, it may be even more important to help adults find connections between thecontent of the disciplines and the issues they experience personally as they move through the life cycle. A discussion of ways to do this is provided by an interdisciplinary team. These ideas are then integrated into a view of the disciplines as a tool for helping students mediate course content as well as their life experiences in the service of learning and individual development.

Keywords

Life Cycle Social Psychology Teaching Method Life Experience Cross Cultural Psychology 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Belenky, M. F., et al. (1986).Women's ways of knowing. New York: Basic Books.Google Scholar
  2. Berger, P. (1963).Invitation to sociology: A humanistic perspective. Garden City, NY: Doubleday.Google Scholar
  3. Chopin, K. (1972).The awakening. New York: Avon.Google Scholar
  4. Chronicle of Higher Education, 32 September 4, 1985.Google Scholar
  5. Cross, P. K. (1981).Adults as learners: Increasing participation and facilitating learning. San Francisco: Jossey-Bass.Google Scholar
  6. Gilligan, C. (1982).In a different voice: Psychological theory and women's development. Cambridge, MA: Harvard University Press.Google Scholar
  7. Gould, R. L. (1978).Transformation: Growth and change in adult life. New York: Simon and Schuster.Google Scholar
  8. Green, T. F. (Summer, 1982). Evaluating liberal learning: Doubts and explorations.Liberal Education, (Summer 1982) 127–138.Google Scholar
  9. Hewitt, P. (1981).Conceptual physics. New York: Little, Brown.Google Scholar
  10. Kegan, R. (1982).The emerging self: Problem and process in human development. Cambridge, MA: Harvard University Press.Google Scholar
  11. Kolb, D. A. (1984).Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
  12. Levinson, D. J. (1978).Seasons of a man's life. New York: Knopf.Google Scholar
  13. Loevinger, J. (1976).Ego development. San Francisco: Jossey-Bass.Google Scholar
  14. Neugarten, B. (Ed.). (1968).Middle age and aging: A reader in social psychology. Chicago: The University of Chicago Press.Google Scholar
  15. Perry, W. G. (1970).Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart and Winston.Google Scholar
  16. Schlossberg, N. K. (1978). Five propositions about adult development.Journal of College Student Personnel, 418–423.Google Scholar
  17. Sayers, S. (1985).Reality and reason: Dialectic and the theory of knowledge. New York: Basil Blackwell.Google Scholar

Copyright information

© Human Sciences Press 1987

Authors and Affiliations

  • Charles S. Claxton
    • 1
  • Susanne B. Darnell
    • 1
  • Geneva B. Reid
    • 1
  • Cecil G. Shugart
    • 1
  1. 1.Memphis State University in MemphisTennessee

Personalised recommendations