"The most sustained and sophisticated conversation between constructive-developmental and transpersonal psychologies available in print. The result is a wonderfully demanding and rewarding collection of chapters beyond the cutting edge!"-Robert Kegan, Harvard University and The Massachusetts School of Professional Psychology
Set in the more general context of tale telling by the descendants of Africans throughout the Americas and of recent scholarship in performance studies, these Saramaka tales are presented as a dramatic script. With the help of nearly forty photographs, readers become familiar not only with the characters in folktale-land, but also with the men and women who so imaginatively bring them to life. And because music complements narration in Saramaka just as it does elsewhere in Afro-America, more than fifty songs are presented here in musical notation.
This relatively new culture of the adult faith-seeker originated in the closing decades of the twentieth century as developmental psychology highlighted the changing nature of growth and maturity at different life-stages. Accompanied by the information explosion, adult people particularly began to ask questions for which they sought adult answers. The co-dependency of earlier times, expecting adults to simply accept what religious authorities taught, is alien to adult religious maturity. Adult faith has arrived at a new threshold, requiring novel approaches and strategies in the religious development of adult people. Diarmuid O'Murchu charts this evolutionary development, highlighting dimensions of conventional religion which no longer inspire or offer hope, along with those that nurture and mature, and sheds new light on the spiritual horizons which contemporary adults seek to embrace. The result is a path-breaking book that empowers adult faith-seekers to confidently grow in wisdom and in grace, and that enables the church to use its resources to strengthen the faith of its people at a time of great change in how people think about religion.
Both in research and in practice, a number of basic competencies are considered necessary for successful process-oriented coaching and consulting activities. In the present research work, the extent to which these necessary competencies are related to vertical personality development was investigated. Loevinger's model of ego development, a stage theory of development, provides the frame of reference for this study. This paper fully summarizes the current state of research on the model in order to comprehensively analyze possible relationships with coaching and consulting competencies. As a first step, the competency requirements of selected coaching and consulting associations were analyzed to determine whether they are related to ego development and whether they express minimum requirements for ego development. The analysis revealed that the competency requirements of all associations show clear parallels to aspects of ego development. The majority of these requirements point to a fully developed, self-governed stage (E6) of ego development as a prerequisite for process-oriented coaching and consulting services. In a second step, empirical studies were examined to systematically analyze the relationship between ego development and aspects relevant to coaching and consulting. The results of the current empirical studies show a clear correlation between these competencies and ego development. This means that as ego development increases, higher coaching and consulting competencies become more likely. Many studies also indicate that a fully developed, self-governed stage of ego development can be expected as the basis for consistent work at an intermediate level of competence.
Adult development and learning have always existed as two separate fields of study, with development falling under psychology and learning under education. Recent advances in theory, research, and practice, however, have made it clear that an important reciprocal relationship exists between them: advances in development frequently lead to learning, and conversely, learning quite often fuels development. The synchronicity between development and learning is responsible for positive changes in many capacities, including insight, intelligence, reflective and meta-cognition, personality expression, interpersonal competence, and self-efficacy. This synchronicity is also leading to the growth of a new discipline at the borders of adult development and learning. The Handbook of Adult Development and Learning is the first to bring together the leading scholars from both adult development and learning to explore what will form the foundation for this new discipline--the latest research at the intersection of these fields. It examines six major aspects of their intersection: foundations, key areas of integration, the self system, higher reaches of development and learning, essential contexts, and specific applications. An introductory chapter explains why it is so important to recognize and fuel the growth of this new discipline. Subsequent chapters review the latest theoretical and empirical literature and provide a rich itinerary for future research. This handbook is a must-read for all who promote optimal aging. It will be an invaluable reference for scholars in development and education, as well as rich resource for policy makers and practitioners, such as corporate executives and human-resource personnel.
Volume Four of The Collected Works of Ken Wilber includes: • Integral Psychology, a concise version of Wilber's long-awaited textbook of transpersonal psychology, presenting one of the first truly integrative models of consciousness, psychology, and therapy. • Charts correlating over one hundred developmental and evolutionary theories, ranging from ancient mystical traditions to modern theorists. • Essays on human development, art, meditation, spirituality, yoga, women's studies, death and rebirth, science and mysticism, and transpersonal psychotherapies. • Wilber's thoughtful replies to criticisms of his work.
In this updated landmark book, the authors have gathered the seminal work and most current thinking on adult learning into one volume. Learning in Adulthood addresses a wide range of topics including: Who are adult learners? How do adults learn? Why are adults involved in learning activities? How does the social context shape the learning that adults are engaged in? How does aging affect learning ability?
Adult education is the practice of teaching and educating adults. This often happens in the workplace, through 'extension' or 'continuing education' courses at secondary schools, at a college or university. Other learning places include folk high schools, community colleges, and lifelong learning centres. The practice is also often referred to as 'Training and Development'. It has also been referred to as andragogy (to distinguish it from pedagogy). A difference is made between vocational education, mostly undertaken in workplaces and frequently related to up-skilling, and non-formal adult education including learning skills or learning for personal development. Educating adults differs from educating children in several ways. One of the most important differences is that adults have accumulated knowledge and experience that can add or hinder the learning experience. This new book presents recent studies on this topic from several perspectives.
