ADULT DEVELOPMENT FROM THE INSIDE OUT:CONSTRUCTING KNOWLEDGE THROUGH LIFE HISTORY WRITING

Abstract

Learning occurs through exploring the authentic lived experience of the individual learner. When experience is shared and analyzed in groups, new knowledge is constructed about adult development and learning that transcends existing theory. An inductive approach to teaching adult development and learning through life history is discussed in the paper. Life history is an inductive approach to adult learning and development that starts with the experiences of the learner. Learners not only compose their life histories; they share and discuss them with faculty and peers from a developmental perspective. This approach helps them to gain further insights into their own experiences and at the same time creates a text for others to view adult development and learning from diverse perspectives. Adult Development and Learning is a foundational course in most adult education graduate programs. This course is typically taught by exposing learners to various theoretical perspectives on adult development (psychological, cognitive, sociological, moral) and adult learning (self-directed, transformative, emancipatory). While these theories are valuable sources of knowledge, they often do not take into account the social and cultural context of the learner and his or her experiences. For example, the age and stage theories often assume predictable patterns of development that adults experience. This assumption becomes problematic when we consider the wide discrepancy concerning the onset of adulthood. One individual may become a parent and/or live on one’s own at the age of 16 whereas another may live with her parents into her 30’s and another may become a first time parent at age 42. Adult development cannot be reduced to a series of stages. One’s cultural background and family circumstances vary too widely to generalize development according to a particular age or stage. Many researchers value narrative interviewing as a rich source of data. Participants are given the opportunity to tell their stories in their own voices. In interviewing women researchers, Neumann and Peterson (1997) found that that roles of educator, and researcher were inextricably linked to their personal lives. Baumgartner and Merriam (2000) collected the life stories of a culturally diverse group of adults. Identity, work, intimacy, family life cycle, physical development and learning are themes that emerged from their study of adult development through life story. This paper describes a life history approach that has been developed and facilitated in both introductory graduate adult education courses and in courses in a doctoral program emphasizing critical reflection on practice. The importance of adults’ life histories as vehicles for collaborative knowledge construction is emphasized.