Abstract
In this chapter, adult cognitive development and its transformation are explored in the context of a rapidly changing postmodern world. This chapter presents and describes three models of adult cognitive development and their educational implications. The models presented are Basseches’ model of dialectical thinking, Kuhn’s model of epistemological development, and Baxter Magolda’s model of the development of self-authorship. These models are described in greater detail because they present advanced forms of adult cognitive development but also because of the challenge they pose to educational practices. These models open possibilities for understanding educational practices and learning especially in higher education and adult life, as adulthood sets new challenges for the individual’s growth and learning with its own unique tasks and various transitions. In conclusion, it is suggested that integrative pedagogy and integrative thinking are suitable models for education in developing these forms of thinking. Integrative pedagogy and practices require knowledge construction and new ways of thinking. In integrative pedagogy, the learning environments are designed so as to fuse theoretical, practical, self-regulated, and sociocultural knowledge, which in turn enables students to practice integrative thinking.
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Liitos, HM., Kallio, E., Tynjälä, P. (2012). Transformations Toward Mature Thinking: Challenges for Education and Learning. In: Tynjälä, P., Stenström, ML., Saarnivaara, M. (eds) Transitions and Transformations in Learning and Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2312-2_4
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