Adult Intellectual Development

Several authors have noted the close association between models of adult development and adult education. For example, Clark and Caffarella (1999) have stated that:

It is hard to imagine the field of adult education apart from the literature on adult development; many aspects of our thinking about adult learners and the learning process are shaped by our knowledge of how adults change and develop across the lifespan. (p. 1)

Certainly an important aspect of adult developmental models is the intellectual development of humans throughout their lifespan and in particular the intellectual development and functioning of adults. The purpose of the review of literature presented here is to provide a general overview and synthesis of some of the current work in the field relating adult intellectual development and adult education in the 21st century.

Adult Education and Adult Intellectual Development: The 21st Century Connection

With respect to education, the strongest trend that can be found in the literature is a focus of educators and developmental psychologists on determining techniques and strategies for enhancing the educational experiences of adult learners. In this regard, Merriam and Caffarella (1999) point out several ways in which the general adult development research and specifically adult intellectual devel

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so psychological, social and even cultural changes. Billet (1998) also notes that while transformative education seeks to change the cognitive meaning adult learners hold, adult intellectual development is itself a transformative process in that intellectual development is a continual renewal of gaining new knowledge and reinforcing existing knowledge which produces new meaning in the adult's life. This, Billett (1998) states, is the underlying connection between transformative adult education and adult intellectual development. Still another trend to be found in the literature on adult intellectual development and transformative learning consists of research and theory on how adult educators can be more intentional in contributing to learner development. For example, Taylor, Marienau and Fiddler (2000) provide specific strategies, based on the adult intellectual development literature, for educators' use in the transforming process. The authors also discuss the ethical issues involved in being more intentional in transforming learners, asking and answering questions such as:. What should the role of an educator be in contributing to growth? Is it appropriate to encourage adult learners to move forward in ways that could potent
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Approximate Word count = 1702
Approximate Pages = 7 (250 words per page)

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