Narrative learning is strongly allied with transformational learning and adult development (Merriam, Caffarella, & Baumgartner, 2007), given that it creates context for adult meaning making. Through the use of narrative writing, adult students have the opportunity to engage multiple aspects of learning. Many colleges and universities allow…

Introduces the faith development paradigm of James Fowler, describing six stages of faith development: intuitive-projective faith, mythic-literal faith, synthetic-conventional faith, individuating-reflective faith, conjunctive faith, and universalizing faith. Reviews one research project in which Fowler's paradigm was applied to older adults.…

Describes psychological perspectives on spiritual development within cultural contexts. Recommends that adult educators acknowledge the search for meaning, recognize adult learning is intended to nurture the soul, and become aware of how humans construct knowledge through images and symbols. (SK)

Describes a workshop which addresses itself to the intersection of mid-life changes and faith development, designed for adults engaged in rethinking religious values and for religious leaders responsible for helping adults grow spiritually. (SK)

How do we teach and learn, knowing that adults are complex, connected individuals who want to change but also want to maintain continuity of the Self? (Contains 1 figure.)

In this article, the author suggests it is possible for older persons to renew community connections with storytelling and, through this means, to ask some compelling questions. The answers to these questions provide a sense of meaning and purpose for a life well lived.

The author describes gerotranscendence as a process that occurs when older adults shift from a rational focus on the present-day, material world to a more universal and transcendent perspective. Accompanying this shift is a desire to move toward the end of life with a sense of integrity and acceptance of one's choices. By gaining an understanding…

This chapter serves as a review of the nature of transitions confronting adult learners and points to applications and strategies for anticipating coming changes.