2016 Annual Conference

To expand opportunities for adult growth and development, the connection of faith and spiritual development in the later years is explored using gerotranscendence theory and contemplative practices. This presentation looks to demonstrate how contemplative practices fits into the realm of adult education.

The target audience for this session are professionals, professors of adult education, family life educators, adult learners and anyone interested in spirituality and aging in education.

To expand opportunities for adult growth and development, the connection of faith and spiritual development in the later years is explored using gerotranscendence theory and contemplative practices. Gerotranscendence theory posits there is a gradual and stable increase of spiritual development from middle age and beyond that identifies a change from materialistic, role-oriented beliefs to a spiritual perspective in the later years (Atchley, 2008). Specifically, characteristics of this theory attend to transcending from the past to the present and understanding the role changes that take place. Contemplative practice is a prevailing trend that includes, but not limited to, deep listening, storytelling, mindfulness, establishing a sacred personal space, and contemplative reading and writing. This presentation looks to demonstrate how contemplative practices fits into the realm of adult education. Specifically, with the belief that lifelong learning contributes to human fulfillment and positive social change, ways educators can support the spiritual influences of adult learners on their educational journeys as they gain and contribute knowledge, skills, attitudes or values and form greater connections is explored.