By Isabel Borrás
This publication describes an grownup non-formal studying version, grownup studying for Self and Relational progress (ALG), geared toward selling adults' improvement in autonomy and interdependence, from early maturity to outdated age. Grounded on tenets from cognitive psychology, philosophy, sociology, and grownup schooling, the version assumes that human improvement is propelled via mental wishes, own betterment and social belonging, and that the materialization of such improvement calls for at the one hand, the workout of human proposal skills like reflectivity, generativity, and creativity, and at the different, a milieu allowing such workout. to deal with these requisites, the version proposes a conviviality-oriented educational procedure with 3 studying venues (Explorations, Enrichments, and Creations) that includes numerous illustrative classes and initiatives. The process deals adults possibilities to entry and percentage details and data resulting in serious mirrored image on their ideals and price structures, in addition to possibilities to exploit their creativity and generativity to specific their principles and emotions, and to behave for the typical sturdy. Attainment of the educational approach's targets, either age-related and basic (Cultivate, Cope and Care), may possibly aid adults in attaining a decentralized personalist viewpoint on improvement. A point of view that, according to own valuation and justification of person progress with and via the expansion of others, may perhaps bring about adults' better self-determination, humanness, and potential for social switch. The booklet additionally describes and justifies the make-up of the model's aim inhabitants and the training facilities compatible for its implementation.
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Additional info for Adult Learning for Self and Relational Growth (ALG): An Integrative Developmental Model
As Labelle (2005) puts it, Being autonomous is to be oneself by oneself, for and with others, responsible for oneself and the other in an environment populated by autonomous subjects, so that the activity of each other makes the city socially livable for people. This conceptual wealth would disappear if we thought of education as a driving of one by the other. (Labelle, 2005, para. ) 17 Chapter 2 Pointing out the asymmetrical nature of educational “reciprocity” and its ensuing ethical consequence, the respect for the difference, Labelle (2005) adds: The formula “I teach you, you teach me,” summarizes the concept of educational reciprocity.
The model assumes that empowering adults to freely cultivate their intellectual and emotional capacities to better affront the difficulties of life, and to get more involved in helping others may result in such growth. To achieve its goal, the model relies on the application of one of its pillars, a conviviality-oriented instructional approach whose objectives, contents, and agents are introduced in this chapter. Learning Objectives The ALG model crystallizes its main development goal, adults’ growth in autonomy and interdependence, into the general objectives of its instructional approach, which address intellectual, emotional and interactional growth issues proper to adults at large, and into the age-driven objectives, which deal with issues characteristic of specific stages of adulthood.
117). Consequently, the authors argue that empathy as a motivator of pro-social behavior should be guided, 22 Model THEORETICAL GROUNDS rather than by altruism, by a “… universal and impartial moral principle: such as justice…” (p. ’s views (2011), Segal (2011) provides an empathy model that addresses empathy from a societal viewpoint and defines it as the ability to perceive others’ socio-economic conjuncture. Through its three components, individual empathy, contextual understanding, and social responsibility, Segal’s model seeks to provide a framework for the implementation of policies that make justice for all possible.
Adult Learning for Self and Relational Growth (ALG): An Integrative Developmental Model by Isabel Borrás