Adult Learning. Exercises

Abstract

The “adult” category refers to the longest period of human life; hence, it has a very broad conceptual scope. Adulthood can be perceived within static or dynamic approach. In the first case, it is a state that appears in an individual’s biography after crossing a socially accepted boundary. This moment is associated with the acquisition of certain features, e.g., exceeding a certain age, obtaining a matriculation certificate, undertaking the first professional activity, starting a family. The list of adulthood indicators is conventional and subject to modifications along with social changes. The dynamic approach assumes that adulthood is a process (Urbański 1986, p. 393) that takes place between conventional dates and is associated with the implementation of specific developmental tasks or the resolution of characteristic crises. Their nature has been analyzed by psychology. The most popular concept of adulthood is the one developed by Eric Erikson (2000). According to another concept by Daniel Levinson, human life consists of four eras and as many as three of them characterize adulthood. These are: early, middle, and late adulthood (Brzezińska, 2005). In turn, Robert Havighurst’s concept focuses on performing the so‑called developmental tasks. The first phase – early – is between 23 and 34 years of age. In this time, people undertake a number of tasks (Brzezińska, 2005). This is due to the fact that they have a very high ability to absorb and apply knowledge in practice. During this period, relativism in thinking appears. The next stage is middle adulthood (aged 30 to 40 and 50 to 60 years). The intellectual abilities already possessed remain at a stable level. At this stage, it is very important to individualize the learning process and relate it to learners’ previous experiences. Educational activities should create conditions for reorganization and improvement of competences acquired throughout life. The last stage, referred to as late adulthood (aged 55 to 66 years), is characterized by changes at the level of intelligence. In the case of fluid intelligence (genetically innate), we can talk about a decline in quality. Crystallized (social) intelligence remains at constant level and even increases. The sphere of cognition and the intuitive‑emotional sphere are in balance (Harwas‑Napierała & Trempała, 2001, p. 263 et seq.)