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Examining the self for adult learning research and instruction
Keywords
self, experience, learning
Session Abstract
I draw on the literature from cognitive and behavioral psychology on the concept of the self—distinguishing from its ontological and epistemological variations and focusing on the empirical research. I discuss how adult educators can leverage self-concept for improved learning and personal development and how issues of equity affect self-concept.
Session Description
The concept of “self” is complex and widely debated. Definitions regarding self and selfhood range from fuzzy ontological discourse to functional, observable phenomenon. Yet, adult educators likely have their own assumptions about self and identity when engaging students in self-based learning activities (e.g. relating knowledge to experience, self-reflection). In this presentation, I draw on the literature from cognitive and behavioral psychology on the concept of the self—distinguishing from its ontological and epistemological variations and focusing on the empirical research. I then discuss how adult educators can leverage a person’s self-concept for improved learning and personal development. Finally, I discuss how self acts as a barrier to learning and how issues of equity affect self-concept.