Psychology and Adult Learning

177 Pages·2005·0.77 MB·English

by  Mark Tennant

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ADULT EDUCATION/PSYCHOLOGY
ISBN0-415-37335-2 Mark Tennant | third edition
9 780415 373357
www.routledge.com/education Printed in Great Britain
Psychology and Adult Learning
This is the third edition of Mark Tennant’s popular and highly regarded text,
which examines the role of psychology in informing adult education practice.
It explores the seminal traditions of key psychological theories, and discusses
issues and problems in applying them to an understanding of adult learning and
development.
This new edition is thoroughly revised and updated in light of the impact of
globalising processes and the application of new information technologies, and
the influence of postmodernism on psychology. It examines the formation of
identities, and places increased emphasis on what it means to be a lifelong learner.
Considering adult learning in a variety of contexts, topics covered include:
• Theories of the self
• Self-directed learning
• The formation of identities
• Development of intelligence
• Group dynamics
• Transformative learning
Psychology and Adult Learning is essential reading for those who seek a critical
account of how psychology informs contemporary adult education theory and
practice.
Mark Tennant is Professor of Adult Education and Dean of the University
Graduate School at the University of Technology, Sydney.

Psychology and Adult
Learning
Third edition
Mark Tennant
This edition published 2006
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
270 Madison Ave, New York, NY 10016
Routledge is an imprint of the Taylor & Francis Group
© 1988, 1998, 2006 Mark Tennant
Typeset in Goudy by
Keystroke, Jacaranda Lodge, Wolverhampton
Printed and bound in Great Britain by
The Cromwell Press, Trowbridge, Wiltshire
All rights reserved. No part of this book may be reprinted or reproduced
or utilized in any form or by any electronic, mechanical, or other means,
now known or hereafter invented, including photocopying and recording,
or in any information storage or retrieval system, without permission in
writing from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
A catalog record for this book has been requested
ISBN 0–415–37335–2 (hbk)
ISBN 0–415–37334–4 (pbk)
Contents
List of figures and tables vii
Preface viii
1 Introduction 1
2 The self-directed learner and theories of the self 7
3 The psychoanalytic approach 21
4 The development of identity during adulthood 35
5 Development of intelligence and cognition 58
6 Learning styles 79
7 Behaviourism 93
8 Group dynamics and the group facilitator 107
9 Transformative learning 122
10 Concluding comment: psychology as a foundation
discipline in adult education 136
Bibliography 142
Index 161

List of figures and tables
Figures
4.1 Adult development: basic research designs 39
6.1 The performance of extreme field independent (a) and field
dependent (b) subjects in Witkin’s (1950) rod and frame test 80
6.2 The experiential learning model 87
9.1 An illustration used by Freire 123
Tables
3.1 Erikson’s stages of psychosocial development 32
4.1 Educational responses to life cycle tasks 37
4.2 A sample of statements from Gould’s questionnaire 40
4.3 Hierarchy of adaptive mechanisms 42
4.4 Developmental tasks of the adult years 45
4.5 Some methods and views on the developmental process 46
4.6 Differences between best and worst outcomes relevant to an
Eriksonian model of the life cycle 49
5.1 Comparison of concrete operations and formal operations on two
tasks 61
6.1 The educational implications of cognitive styles 82
6.2 Kolb and Fry’s learning styles 89
7.1 Designing instructional systems 103
8.1 Steps in the nominal group technique 117
8.2 Models of group change 118
9.1 A charter for andragogy (Mezirow) 126
9.2 Contrasting traditions in the framing of issues in adult education 130
Preface
In the Preface of the second edition of Psychology and Adult Learning, which was
completed in 1996, I referred to Welton’s (1995) view of ‘...the chaos and
disorder so evident in the field of adult education’. I also cited Bruner’s (1990)
view that psychology as a discipline ‘has become fragmented as never before in
its history’. I did so to give the reader a sense of the changing ‘view from the field’
of both adult education and psychology. In a similar manner this new edition
attempts to pick up shifts in contemporary society and academic thinking, at least
in so far as they are pertinent to the purpose of the book. Three such shifts have
been identified. First, structural changes in society resulting from globalizing
processes and the application of new information technologies have been
expressed in the pervasiveness of risk, change and uncertainty; and the experience
and prevalence of disruptions and discontinuities in life trajectories. Much of this
book is about the formation of identities and their connection to learning and
pedagogy. Second, the resurgence of lifelong learning, although it is normally
associated with policy frameworks and instruments designed to reform national
education and training systems, also foregrounds pedagogy and learning. While
adult learning in the past was strongly associated with the provision of ‘adult
education’, it is now a more mainstream concern. The final shift to be noted is the
direct or indirect impact on psychology of the intellectual movement collectively
labelled ‘postmodernism’, particularly the idea that in contemporary society
fragmentation, diversity, difference and multiple identities are replacing cohesion,
convergence, sameness and singular identities in our working, civic and private
lives.
In spite of any misgivings voiced about the state of adult education theory, and
psychology as a foundation discipline within it, adult education as an activity is
arguably becoming more urgent and central. This is particularly so given that
demarcations between formal and nonformal educational institutions are breaking
down, new interdisciplinary groupings are being formed which challenge the old
disciplines, and formal educational institutions no longer enjoy a monopoly on
either pedagogical expertise or the creation of knowledge. Adult education is
beginning to fill some of the spaces created by the fragmentation of the old
educational systems.
Preface ix
In this context I believe it makes sense to continue the project of linking
psychology to issues and practices in adult education. But not for the purpose of
psychologizing the process of adult learning and certainly not to resurrect a
monolithic and singular theory of adult learning. Rather, the purpose is to
acknowledge the psychological dimension of adult education work, and to explore
this dimension in the context of the concerns of adult educators, and global social
and economic conditions.
It is a book about psychology and adult learning as opposed to being a book
about the psychology of adult learning. The reader who wants a comprehensive
account of psychology and its application to adult learning should look elsewhere.
Similarly, the reader who wants an exhaustive treatment of any particular theory
will not find it here. My approach has been to examine the seminal traditions of
some key psychological theories and to discuss the issues and problems in applying
them to an understanding of adult learning and development. I hope it will be
useful for those who seek a critical understanding of psychological theory and
research from the perspective of the adult educator.
Many of the ideas grew out of lectures and seminars delivered to graduate
students in the adult education programme at the University of Technology,
Sydney. These students were enrolled in one of a number of courses leading to an
award in adult education. They comprised community educators, industrial and
commercial trainers, Aboriginal educators, ESOL teachers, literacy teachers,
outreach workers, health education officers and so on. They were all practising
adult educators who had completed undergraduate studies in psychology or a
related discipline. This is the readership for whom the book will be most accessible
– the graduate student who has a knowledge of psychology, and work experience
with adults engaged in education.
I should like to express my gratitude to the following colleagues and friends who
have made direct and indirect contributions to the book: Susan Roberts, who read
the draft and made many valuable suggestions; Chris Duke, who was my host at
the University of Warwick during the writing of the first edition; John Martin,
who was a valuable mentor during my days at Macquarie University, my colleagues
in the adult education programme at the University of Technology, Sydney;
Professor Ogasawara and his colleagues for kindly inviting me to Hokkaido
University during which time the second edition was written, and Peter Jarvis,
who stimulated me to write the book and provided valuable editorial guidance.
I am also indebted to the following publishers for permission to reproduce
diagrams and figures:
1 Taylor & Francis, for allowing substantial excerpts from an article published
in the International Journal of Lifelong Education to be used in Chapter 2:
M. Tennant (1986) ‘An evaluation of Knowles’ theory of adult learning’,
5 (2): 113–22.
2 Harvard University Press, for Tables 4.3 and 4.6, which appear in Adaptation
to Lifeby George E. Vaillant. © Copyright 1977 by George E. Vaillant.