Personal and Social Learning and Development in Adulthood and Old Age

Recommended Prerequisites

NA

Teaching Methods

Lectures; group work dynamics and Socratic discussions in the classroom; Portfolio; bibliographical reviews.

Learning Outcomes

The main goal of this CU is to develop in students the ability to help adults to understand themselves better, other people and to develop a higher awareness of their place in the community and in the world.

 

At the end of the program master’s student should be able to:

1) Identify and understand the concepts and general principles that guide social and personal development in adulthood and in old age.

2) Know, interpret and discuss the most relevant theoretical frameworks for the promotion of lifelong learning and development of adults and the elderly. 

3) Identify and understand the main developmental dimensions inherent in adult learning theories.

4) Develop the learning capacity of adults, foster reflective thinking and promote the connection to the community, under the perspective of strengthening development and lifelong education.  

5) Know and understand the main models and factors related to successful ageing and to the quality of life of seniors and elder people.

Work Placement(s)

No

Syllabus

I. Concepts and foundations of learning and development in adulthood and old age

Learning, development and education of adults and the elderly: terminology issues

Learning and human development in adulthood: main determinants and meta-theoretical principles

Linking learning and development in adulthood

II. Key-theories to transformative praxis:

Constructivist-developmental theories

Experiential learning models

Transformative learning theory

Models of cognitive development

III. Educating adults and the elderly with developmental and social participation aims:

Understand knowledge as a dialogic process

Foster the ability to learn continuously

Develop initiative and personal authorship

Foster connection to others and the community

IV. Enhance development and integration processes in old age

The gerontological revolution

Models and programs of successful ageing and quality of life

Wisdom, meaning in life and spirituality.

Educating for the process of loss and grieving

Assessment Methods

Assessment
Exam (100%) or Midtern exam (50%) + Other (50%): 100.0%

Bibliography

Merriam, S. B., Caffarella, R. S. & Baumgarten (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass

Mezirow, J. & Associates (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass Publishers.

Oliveira, A. L. (2007). Desenvolvimento do pensamento reflexivo e educação de adultos. In A. C. Fonseca, M. J. Seabra-Santos & M. F. Gaspar (Eds.), Psicologia e educação. Coimbra: Edições Almedina.

Simões, A. (2006). A nova velhice: Um novo público a educar. Porto: Ambar.

Simões, A. (2007). O que é a educação?  In A. C. Fonseca, M. J. Seabra-Santos & M. F. Gaspar (Eds.), Psicologia e educação: Novos e velhos temas. Coimbra: Almedina.

Taylor, K., Marienau, C. Fiddler, M. (2000). Developing adult learners: Strategies for teachers and trainers. San Francisco: Jossey-Bass.

Vandenplas-Holper, C. (2000). Desenvolvimento psicológico na idade adulta e durante a velhice: Maturidade e sabedoria. Porto: Edições ASA