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Adult Development: Capturing New Ways of Thinking About the Life Course Kansas State University Libraries New Prairie Press 2000 Conference Proceedings (Vancouver, BC, Adult Education Research Conference Canada) Adult Development: Capturing New Ways of Thinking About the Life Course Rosemary S. Caffarella University of Northern Colorado, USA M. Carolyn Clark Texas A & M University, USA (Co-Chairs) Florence Guido-DiBrito University of Northern Colorado, USA Sharan B. Merriam University of Georgia, USA Marsha Rossiter University of Wisconsin Oshkosh, USA See next page for additional authors Follow this and additional works at: https://newprairiepress.org/aerc Part of the Adult and Continuing Education Administration Commons This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License Recommended Citation Caffarella, Rosemary S.; Clark, M. Carolyn; Guido-DiBrito, Florence; Merriam, Sharan B.; Rossiter, Marsha; Taylor, Kathleen; and Tisdell, Elizabeth J. (2000). "Adult Development: Capturing New Ways of Thinking About the Life Course," Adult Education Research Conference. https://newprairiepress.org/aerc/2000/ symposia/1 This is brought to you for free and open access by the Conferences at New Prairie Press. It has been accepted for inclusion in Adult Education Research Conference by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Author Information Rosemary S. Caffarella, M. Carolyn Clark, Florence Guido-DiBrito, Sharan B. Merriam, Marsha Rossiter, Kathleen Taylor, and Elizabeth J. Tisdell This is available at New Prairie Press: https://newprairiepress.org/aerc/2000/symposia/1 Adult Development: Capturing New Ways of Thinking About the Life Course Rosemary S. Caffarella, University of Northern Colorado, USA and M. Carolyn Clark, Texas A & M University, USA (Co-Chairs) Florence Guido-DiBrito, University of Northern Colorado, USA Sharan B. Merriam, University of Georgia, USA Marsha Rossiter, University of Wisconsin – Oshkosh, USA Kathleen Taylor, Saint Mary’s College, USA and Elizabeth J. Tisdell, National Louis University, USA Abstract: We outline first a brief overview of a four-fold typology of developmental theory (biologi- cal, psychological, sociocultural an integrative models). We then discuss work that illustrates two of these frames: the sociocultural, which includes racial and ethnic, and relational aspects of develop- ment; and the integrative, focusing on time, development as narrative, and spiritual development. We close with a commentary on the current developmental literature and how this literature challenges our practice as adult educators. Introduction and Overview ciocultural, and integrative models. We focus here The whole point of theory–any theory–is to help on the sociocultural and the integrative frames be- us understand something better. This symposium cause they capture some of the most innovative examines the theories that have been constructed work being done in developmental theory today. about adult development, and the “something” We address the work on racial and ethnic devel- that all these theories are trying to help us under- opment, a body of literature that is of increasing stand better is the life course–how it unfolds, and importance as we struggle to embrace diversity in the meaning that can be given to various aspects our society. The notions of separation and con- and dimensions of that unfolding. A particular nection, pointing to the work of theorists who ar- theory or family of theories serves as a kind of gue for a complex and changing balance between lens through which we view the life course; that these fundamental drives, is examined. We dis- lens illuminates certain elements and tells a par- cuss how the various conceptualizations of time ticular story about adult life. Multiple lenses give provide a new way of understanding change and us many different ways of illuminating different development. We look at development as narra- aspects of that life course. The purpose of this tive, an approach which derives from the storied symposium is three-fold. First, we provide a brief nature of our lives and which places the adults overview of a four-fold framework, offered by themselves in the role of interpreter. Finally, we Merriam and Caffarella (1999), for categorizing describe spiritual development, suggesting that the theories of adult development. Second, we discuss ultimate meaning adults give to their lives pro- work illustrating two specific dimensions of that vides yet another way to understand the develop- framework, the sociocultural and the integrated. mental process. And finally, we provide a commentary on the cur- The typology offered by Merriam and Caf- rent developmental literature and how this litera- farella (1999) is useful in several ways. When we ture challenges our practice as adult educators. consider the latest work in this area, across all Building on the work of Perlmutter and Hall four categories of this framework, we noticed that (1985), Bee (1996), and others, Merriam and Caf- we seem to be beyond the crafting of grand theo- farella (1999) have developed a schema consisting ries of development, like those offered by Erikson of four dimensions: biological, psychological, so- or Levinson. In addition, there has been a shift in the literature on adult development towards regardless of race or identity, benefit from the de- thinking about development in a more integrative velopment of a conscious ethnic identity. way, and it is in this frame that we believe the Racial and ethnic identity have been misun- most significant and promising work is being derstood and, although some believe them to be done today. This trend toward integration and biologically based (Spickard, 1992), are consid- multiplicity of thought is two-dimensional. First, ered to be socially constructed (Waters, 1990). many scholars, even within the biological and Several racial identity models (e.g., Cross, 1991), psychological frames, are acknowledging the im- including white identity (e.g., Helms, 1995), dis- portance of taking into account elements from at cussed what could be described as an intersection least one other frame and often more than one, between racial perceptions of others (i.e., racism) therefore arguing for a more holistic view of de- and racial perceptions of self (i.e., racial develop- velopment. The second dimension relates to alter- ment). Although our perceptions of others are im- native ways of thinking about how development portant and can act as triggers for development unfolds in adulthood, such as those offered by dif- and consciousness, there is great value in the con- ferent concepts of time and by the notion of de- sideration of racial/ethnic identity for oneself and velopment as narrative. groups of individuals. A related concept, ethnic As adult educators we are prodded to hear identity is developed from shared culture, religion, what was formerly unspoken. We can no longer geography and language of individuals who are ignore or take for granted issues of Otherness–- often connected by strong loyalty and kinship as gender, race and ethnicity, class, sexual orienta- well as proximity (Torres, 1999). Many models of tion, spiritual commitment, social status... the list identity appear in the literature for different ethnic has no end. We also are being asked to think more groups (e.g., Garrett & Walking Stick Garrett, creatively about the impact of development on 1994; Padilla, 1995). These models typically out- learners and how we design programs. line commonalties likely within a particular ethnic group. References A multidimensional understanding of racial Bee, H.L. (1996). Journey of adulthood (3rd ed.). and ethnic identity assists us in understanding the Upper Saddle River, N.J.: Prentice Hall. many possibilities inherent in working with adult Merriam, S.B., & Caffarella, R.S. (1999). Learn- learners. Attention to racial and ethnic identity is ing in adulthood: A comprehensive guide. San critical in the learning environment in numerous Francisco: Jossey-Bass. ways. For example, learning environments must Perlmutter, & Hall, E. (1985). Adult development be inclusive of multicultural ways of doing, dif- and aging. New York: John Wiley. ferent knowledge bases, and styles of teaching and learning. Additionally, the creation and mainte- Racial and Ethnic Identity nance of a strong learning community that honors, and Development supports, and challenges each learner, regardless Florence Guido-DiBrito of race and ethnicity, is essential. Educators working with adults at all levels can benefit these Racial and ethnic identities are critical compo- learners by creating environments that balance nents of the overall framework of individual and different cultural norms, such as designing col- collective identity. For some, especially visible laborative and individual learning activities, en- legally defined United States minority popula- couraging in class reflection and discussion, and tions, racial and ethnic identity is manifested in using visual, written, kinesthetic, relational and very conscious positive and negative ways. Oth- other types of learning. Creating positive mult i- ers, especially U.S. white/European populations, cultural learning communities requires educators manifest ethnic and racial identity in mostly un- to model authenticity, relational and self-sharing conscious ways through their behaviors, values, ways, by supporting nonjudgmental processing of beliefs, and assumptions often viewed as “sta n- multiple perspectives and by facilitating
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