Examined commonalities of aging consciousness among 72 professional men and women between 50 and 60 years old. Found frequency and intensity of aging messages increased in the fifties, fostering a quickened sense of aging during this decade. Identified four categories of age reminders characteristic in the fifties: body, generational, contextual,…

Examined by in-depth interviews lived experience of aging in 32 community dwelling adults aged 50 to 80. Identified 5 categories of coping activities. Findings suggest that individuals who believe they are coping successfully see aging as positive life experience, despite acknowledgment of negative changes in themselves and people close to them.…

Creates framework through which everyday experiences of psychological time might be interpreted. Elaborates on Raynor's concept of time-linked sources of self-identity to include intergenerational-linked and timeless sources of self-identity in quest to feel good about oneself. Includes case examples of how eight elderly persons viewed their…

Ursuline College's core curriculum approaches the cognitive and ethical development of women through three anchors: (1) introductory seminar, focused on moving from received to subjective knowing; (2) introduction to culture, moving from subjective to procedural knowing through a wide variety of perspectives; and (3) culminating seminar, focusing…

When interviews with 74 people over 60 were analyzed using a grounded theory approach, developmental change was found to occur in five age-independent periods: (1) continuity with middle age; (2) early transition; (3) revised lifestyle; (4) later transition; and (5) final period. (SK)

Argues that teacher education can be improved by making it more available to more experienced, older students. Asserts that those students who have reached higher developmental stages generally do better as trainees and as practicing teachers. (SK)

Interviews with 7 retired adults over 55 were thematically analyzed and coded, revealing their learning motivations to be either instrumental (meeting survival and personal effectiveness needs) or expressive (meaningful and purposeful). Needs and goals were related to adult developmental themes; learning was essential to increasing individual…

This paper proposes that, contrary to the idea that creativity declines during the second half of life, observed changes may actually reflect qualitative changes in the creative process. Life span developmental theory is used to examine empirical and theoretical ideas about mature forms of thinking in relation to creativity. (DB)

Describes conceptualization of compensation that applies to life span cognitive development, in general, and aging of prose processing skills, in particular. Presents model of forms and processes of compensation that directs attention to developing dynamics of cognitive skills and compensatory mechanisms. Outlines three main approaches to research…

Considers question of shifts in artistic and literary style from lifespan developmental perspective, focusing on change during midlife. Using Samuel Beckett as example, demonstrates relationship between his abrupt shift to playwriting and his entrance into midlife. Notes that theories of lifespan personality development suggest parallels between…

This literature review produces six generalizations: (1) creative career trajectories differ; (2) productivity declines in differing degrees; (3) creative production varies across disciplines; (4) ratios of quality to quantity do not change with age; (5) individuals vary greatly in terms of creative potential; and (6) creative productivity often…

Argues that the process of education, including adult education, involves the adoption and possibly the transmission of values. Applies concepts of socialization theory and curriculum theory to adult education, focusing on the work of Brim, Berger and Luckmann, and Bourdieu. Discusses the relationship between adult education and social change.…

An oral history of the workplace learning experiences of 17 women revealed that central to these experiences was exploration of self. Themes included recognizing and naming the self, confronting and breaking free of constraining workplace structures, and recovering an authentic self. (SK)

Investigates the sequence and trajectory of the development of moral reasoning, particularly in adulthood, and the relationships among education, gender, and moral-reasoning-stage change. Results of interviews with predominantly white, well-educated, middle-class participants indicate that moral reasoning, as conceptualized by Kohlberg, can…

Provides brief descriptions of adult education from technological, psychological, ideological, and sociological perspectives. Author examines the psychological perspective, highlighting the work of Jack Mezirow (transformation theory), Roger Gould (seven-step adult development process), Patricia Cranton (Understanding and Promoting Transformative…