My E-Journal

Transformation In Adult Learning And Types of Learning Experiences...

From our readings in module 5, I’ve gleaned how “transformation” in the context of adult learning relates to how individuals critically assess and revise their deeply held beliefs and worldviews. Paulo Freire’s Education for Critical Consciousness (1973) has elucidated the terminology, transformation, as a process that is rooted in learners’ ability to engage with their temporal existence and critically reflect on their social realities. From this, I've gathered that true transformation involves the active integration of one’s experiences meshed together with an active awareness of time—where we are accountable for understanding the past, evaluating the present, and consciously shaping the future. 

Meanwhile, Mezirow’s concept of transformation (2000) differs from Freire’s in the matters concerning critical reflection and the development of a more in-depth understanding of one’s socio-political environment. As Merirow’s “transformation” calls for individuals to challenge their existing frames of reference—which can range from epistemological, ethical, logical, etc.—to make them more adaptable to transformative learning. Comparatively, Mezirow's concept of transformative learning aligns with Freire's in its emphasis on reflection, but it diverges in its focus on personal cognitive transformation and personal empowerment rather than broader socio-political change. 

Whereas, Freire contrasts transformative learning with passive adaption to emphasize that learners must actively integrate knowledge into their lives to achieve true critical consciousness. This type of learning compels individuals to recognize systemic injustices, challenge oppressive structures, and become empowered agents of change, marking a significant departure from traditional, more informative learning experiences, which often focus on acquiring knowledge without fostering critical awareness. In sum, both theorists highlight the critical reflection process, but while Freire emphasizes collective, societal transformation, Mezirow focuses on individual cognitive development and personal empowerment.

A Significant Experience And How it Shaped My Actions Moving Forward

Freire and Mezirow’s conception of “transformative” learning has opened my eyes to new perspectives, more specifically as an aspiring educator it taught me of the importance of transitioning from passive acceptance of societal norms to actively questioning such systems in place. Likewise, inspired by Paulo Freire’s notion of critical consciousness and temporality, both made me rethink of my experiences as not static but part of an ongoing process of becoming.  

This reflection became a disorienting dilemma, echoing Freire’s idea of integration, where I started to critically engage with my reality rather than merely adapting to it. It led me to commit to myself a promise of participating more actively in community-led initiatives than I have been previously, advocating for educational reforms in any means I could, and realizing that empowerment involves not only understanding but also actively transforming one’s circumstances. This proactive engagement aligned with Jack Mezirow’s transformative learning phases, where critical assessment of assumptions, planning new actions, and trying out new roles became essential steps in my journey toward personal and social change.

Moving forward, this event reshaped my commitment to education and social justice. My understanding of both Freire’s and Mezirow’s frameworks deepened my resolve to use education as a tool for empowerment, where learning is not just informative but transformative—helping others, like myself, to actively engage with and reshape their worlds.

Informative Learning VS Transformative Learning And Its Implications

Informative learning, as Freire discusses in Education for Critical Consciousness (1973), refers to gaining knowledge or skills without necessarily altering one’s perspective or challenging pre-existing beliefs. This form of learning is about acquiring information that enables individuals to adapt to their environment, but it may not lead to critical engagement or transformation. In my professional life, I have experienced informative learning when acquiring technical skills, such as when I mastered a software application called Orange Data Mining Tool. While valuable, this learning primarily enhanced my ability to function within the given system without provoking a deeper examination of its structure or purpose.

In contrast, transformative learning, as defined by Mezirow (2000), involves a fundamental shift in one’s worldview through critical reflection, leading to a revision of deeply held beliefs. Freire echoes this with his emphasis on critical consciousness, where individuals not only reflect on their own learning but also on the socio-political forces shaping their reality. In my personal life, transformative learning occurred when I engaged in community work that challenged my assumptions about inequality, which fondly reminded me of the time when I initiated a book donation drive for urban poor children in Tondo. Through critical reflection and dialogue with others, I developed a deeper understanding of systemic issues and began taking action to contribute to social change.

Both forms of learning have played important roles in shaping my personal and professional growth. Informative learning has equipped me with practical skills, while transformative learning has fostered a more critical and engaged perspective, empowering me to actively participate in the transformation of my surroundings. This blend of gaining knowledge and changing perspectives is crucial in fostering both individual and collective progress.

References:

Freire, P. (1973). Society in transition. In P. Freire’s Education for critical consciousness, pp. 3-20. NY: The Seabury Press.

Module 1 Takeaways...

Adult learners bring distinct characteristics and motivations to the learning environment, which shape the context of adult education and necessitate tailored approaches to teaching and learning. Understanding these factors is crucial for designing effective adult learning programs. Adult learners are characterized by their ability to be self-directed and having amassed a wealth of prior experiences that inform their learning. Their learning is often pragmatic, focused on immediate applications, and responsive to local needs. Therefore, curriculum design should prioritize practical, task-oriented activities that reflect real-life situations and foster active, self-directed learning. Recognizing prior and informal learning is also essential, as it validates adults' experiences and encourages continued engagement in education.

Adults engage in learning activities for various reasons, including professional development, personal fulfillment, and leisure. These motivations can be categorized, as Houle (1961) and Johnstone and Rivera (1965) suggested, into goal-oriented, activity-oriented, and learning-oriented learners. However, these motivations are often challenged by significant barriers. Institutional barriers, such as high fees and stringent admission requirements, situational barriers like geographic location and family responsibilities, and dispositional barriers, including attitudes and perceptions, all impede adult participation in education.

Personally, as someone that fits early adulthood (age: 20), I noticed that my preferences in learning revolves mostly on problem-centered, contextualized, semi-guided activities where I and my classmates engage in stimulating discussion—which bears some semblance to learning fit for adult learners. In hindsight, like others, I have also struggled with my fair share of learning obstacles, most frequently I struggle with situational barriers, like assisting with our family business and chore-related commitments, and dispositional barriers, like having short attention span and more laidback approach to learning. 

Module 2 Takeaways...

The various perspectives on adult development have deepened our collective understanding of adult learners’ motivations, barriers to learning, and implications for adult education. Clark & Caffarella (1999) argue that generic views of development often rely on approximation, in turn, blurring boundaries. This is why they proposed a typology of developmental theories to help categorize each cluster of assumptions, these can be broken down into: (1) biological, (2) psychological, (3) sociocultural, and (4) integrative perspectives. The biological perspective views adult development as a continuous process of physical and biological changes. The psychological perspective emphasizes the development of an individual’s mind and behavior, focusing on personal growth, emotions, and cognitive changes. The sociocultural perspective highlights the influence of social structures, cultural norms, and societal roles, recognizing how factors like race, gender, and class shape adult development.

When analyzing the various perspectives on adult development, I find that the integrative approach resonates the most with my experiences, as it offers a comprehensive understanding of how we evolve throughout life. The biological perspective reminds me that while aging is often seen as a decline, I view it as a continuous process of growth, where every change in our body reflects the maturation we've undergone—something I find truly fulfilling to observe. Whereas, the psychological perspective reflects the personal experiences that shaped who I am today, such as how I developed a growth mindset by embracing my mistakes and learning from them. Meanwhile, the sociocultural perspective emphasizes how external factors like societal expectations have influenced my development, from how I behave on and offline and even my evolving aspirations in life. By integrating all these perspectives, I gain a deeper, holistic understanding of adult development, recognizing that no single approach can fully capture the complexity of my experiences.

Cross's (1981) exploration of crystallized and fluid intelligence, horizontal and vertical development, and personality in learning provides a comprehensive view of how adults continue to grow and learn throughout life. Fluid intelligence, or innate problem-solving abilities, declines with age, while crystallized intelligence, gained through education and experience, increases over time, allowing older adults to remain intellectually engaged. Horizontal development reflects the progression through life stages, whereas vertical development highlights the increasing complexity of thought as individuals move from simplistic to multifaceted understandings of the world. Personality, shaped by age and experience, also plays a crucial role in how adults learn, as older individuals tend to adopt a more passive and reflective approach compared to the active and change-driven nature of younger people. Despite the physical and cognitive changes associated with aging, Cross suggests that learning can persist well into older adulthood, supported by assistive technologies and a greater reliance on accumulated knowledge.

Meanwhile, Hofer's (2001) explication of personal epistemology highlights the critical role that individuals' beliefs about knowledge and knowing play in the learning process. By understanding how students conceptualize knowledge—whether they view it as fixed or evolving—educators can tailor their instructional methods to foster deeper intellectual engagement. Advanced epistemological beliefs align with constructivist learning environments, where knowledge is constructed through inquiry and critical thinking, while more traditional, objectivist approaches suit those with less developed epistemological perspectives. Hofer emphasizes the need for educators to challenge students' thinking, encourage reflection, and support cognitive and emotional growth to promote epistemological development. This growth is integral to helping learners transition from viewing knowledge as absolute to recognizing its complexity, thus preparing them for lifelong learning and informed decision-making.

Module 3 Takeaways...

Knowles' andragogical model emphasizes self-directed, internally motivated learning, contrasting with traditional pedagogical theories that often focus on teacher-directed, dependent learners, typically children. Andragogy is built on the principles that adults are autonomous, experienced learners who are motivated to learn when it aligns with their personal and professional goals. In comparison, pedagogy is more structured, with learners relying on the instructor for guidance. From my own learning stance, I find myself leaning more towards andragogy, particularly in my level of self-direction, where I take control of my learning process. However, in some contexts, especially when faced with unfamiliar challenges, I lean on pedagogical methods, reflecting a balance between both approaches. Using McClusky’s theory of margin, I recognize how my “power” (skills, resources, and support) influences how I manage academic "loads" like deadlines and complex tasks, helping me navigate various learning situations.

In applying situated cognition and critical pedagogy, education becomes a social and reflective process, where knowledge is constructed in relation to real-world social issues. Critical pedagogy encourages learners to question societal norms and promotes democratic values, using dialogue and reflection on personal experiences as key tools for learning. Teachers in this framework act as facilitators, guiding students in challenging dominant societal structures while encouraging critical thinking.

Perkins and Salomon’s (1992) theory of transfer also adds valuable insight, particularly in how knowledge is applied across contexts. Positive transfer occurs when past knowledge enhances new learning, while negative transfer hinders it. For example, reflexive or low-road transfer can be promoted by practicing related tasks, like learning to play bass guitar after mastering the guitar. Meanwhile, high-road transfer requires mindfulness and abstraction, such as applying principles learned in one discipline to solve complex problems in another, especially in distance or traditional learning settings. Understanding these different forms of transfer is essential for ensuring that learning is meaningful and adaptable across various educational contexts.

Module 4 Takeaways...

Evaluating the practical applications of workplace learning theories reveals their deep interconnections with adult education theories such as situated cognition, cognitive apprenticeship, critical pedagogy, and transfer of learning. Situated cognition emphasizes the importance of learning within the context of actual work tasks. According to Fenwick (2010), embedding learning in the real-world work environment aligns with Billett’s view that workplace activities are structured and pedagogical. This approach ensures that learning is contextually relevant, directly applicable, and reflective of the complexities of organizational practices. Similarly, cognitive apprenticeship, which involves learning through guided participation and expert modeling, mirrors the principles of mentoring and on-the-job training. Fenwick’s acknowledgment of diverse learning methods in workplaces supports Billett’s perspective that such environments facilitate gradual skill acquisition through structured activities, akin to vocational training curricula.

Critical pedagogy, which promotes empowerment through critical reflection and challenging power structures, intersects with workplace learning by addressing the social dynamics and inclusivity issues present in work environments. Fenwick’s observations on power dynamics within workplaces align with Billett’s argument that workplace learning is influenced by historical and cultural factors. This perspective encourages a critical examination of workplace practices and fosters an environment where employees can question and reshape their organizational context. Additionally, the theory of transfer of learning, which focuses on applying acquired skills to new situations, is supported by both Fenwick and Billett, who emphasize that well-structured workplace environments enhance the relevance and applicability of learning experiences across different contexts.

Applying Sternberg's theory of successful intelligence can enhance effectiveness in various work activities by leveraging analytical, creative, and practical intelligence. Adapting to context involves recognizing and responding to specific workplace challenges, reflecting the situated cognition approach. Shaping opportunities for learning, akin to cognitive apprenticeship, involves actively seeking mentorship and feedback to refine skills. Selecting strategies that align with personal and organizational goals, as advised by critical pedagogy, involves applying critical thinking and reflective practices. By integrating these aspects, one can navigate complex work environments effectively, drawing on a balanced use of analytical, creative, and practical intelligence to achieve professional success and continuous personal growth.

References:

Arinto, P. and Bandalaria, M. (2009). Lifelong learning. EDDE 211 Course Manual: Module 4 – Adult education and learning, Sections 1 and 2, pp. 1-3. University of the Philippines Open University.

Hansman, C.A. and Mott, V.W. (2010). Adult learners. In The centrality of the adult learner and adult learning, Chapter 1, pp. 13-23. Sage Publications. Available at http://www.sagepub.com/upm-data/34503_Chapter1.pdf

Foley, G. (2005). A framework for understanding adult learning and education, Table 1.3: Schools of thought in adult education and training (p. 12). In G. Foley (ed.) Understanding adult education and training, Chapter 1. NSW, Australia: Allen & Unwin.

Cyr, A.V. (1999). Overview of theories and principles relating to characteristics of adult learners: 1970s-1999. Eric On-line Publication, 1999-09-30. Available at http://www.eric.ed.gov/PDFS/ED435817.pdf

Cross, P.K. (1981). Why adults participate—and why not. In Adults as learners: Increasing participation and facilitating learning, Chapter 4, pp. 81-108. San Francisco, CA: Jossey-Bass Inc., Publishers.

Clark, M. C. and Caffarella, R.S. (1999). Theorizing adult development. In An update on adult development theory: New ways of thinking about the life course, Chapter 1, pp. 3-8. New Directions for Adult and Continuing Education, No. 84. San Francisco: CA: Jossey-Bass.

Cross, P.K. (1981). Patterns of adult learning and development. In Adults as learners: Increasing participation and facilitating learning, Chapter 7, pp. 152-185. San Francisco, CA: Jossey-Bass Inc., Publishers.

Hofer, B.K. (2001). Personal epistemology research: Implications for learning and teaching. Journal of Educational Psychology Review, Vol. 13, No. 4. Available at http://www.scipie.net/docs/2009/3_Hofer_JEPR_2001.pdf

Knowles, M.S., Holton, E.F., III, and Swanson, R.A. (2005). The adult learner: The definitive classic in adult education and human resource development, 6 and 61-72. Burlington, MA: Elsevier.

Workplace ‘learning’ and adult education (Fenwick, 2010)

There is no greater investment than your personal development.

This quote stuck to me as I ponder over our journey into Psychological Foundations of Education, a journey that made me doubt my identity and a tool that made me look at different angles of my life that helped me rediscover my true self. Truly, knowing yourself better works wonder especially when we deal with individuals who have skewed upbringing that led to them hindering your growth and corrupting your individual flare as well. At times, these subtle interactions we deemed insusceptible to our growth were actually slowly taking a toll on our emotional and psychological well-being. Hence, all our discussions were especially penetrating and enlightening, presumably, for all of us since our discussion delved into our personal life despite our contrasting circumstances. Through EDS 100, we were able to open up our experiences and be able to relate to each other at a deeper level.

Relatively, as stated by Pestalozzi, the aim of education is the natural and progressive development of a student. Thus, in order to satisfy this objective, an educator must be well-versed in educating students how to properly behave or act, and to be able to do this, a teacher should be knowledgeable in the inner workings of a children's mind. In view of this, education should then have a sound psychological foundation, incorporating psychology as a basis for education through employing a curriculum that epitomizes the needs and demands of students in their particular age group. (Psychological Foundation of Education, Education, and Psychology, 2012)

In accordance with this comes the term educational psychology, a study of how people learn, noting individual differences along the way so as to cater to students by providing well-made teaching methods and instructional processes designed for everyone. Educational psychology generally borders from developmental psychology, behavioral psychology, and cognitive psychology. Thus, as future educators, we need to be able to satisfy students’ necessities, especially those who suffer from emotional baggage and individuals with disabilities. To satisfy their demands, we must learn how external and internal factors shape a students’ behavior and thought-process and really go deeper into the science of minds and behaviors as Silverman (1874) had previously stated. To sum up, education and psychology go hand in hand when deeply delving into our learners' holistic well-being since a teacher cannot educate a student without understanding the inner workings of a child’s mind.

To end this note, I am truly grateful that I was able to meet Ms. Roja, our professor who was able to guide us in this journey, our coursemate who even though were apart was a great source of moral support and the people who I’ve been able to befriend in this course. Lastly, I am thankful to be on this path, it enabled me to rediscover myself, one small step at a time. Padayon, Isko’t Iska’.

Reference:

Psychological Foundation of Education, Education, and Psychology. (2012, September 7). Study Lecture Notes. Cited from: http://studylecturenotes.com/psychological-foundation-of-education-education-and-psychology/

Photo attached:

In what ways have you experienced that your individual uniqueness has been recognized by others and your needs correspondingly addressed?

In my previous senior high school academe, I've realized that I was fortunate to meet people who guided and supported me throughout my senior year. Our journey was a blast, filled with indescribable emotions. It was full of memories of my growth as a person. My teachers were there when I lacked determination; they encouraged me. My classmates and friends were beside me throughout my journey; they were someone who I could lean on whenever my worrisome fleet swayed me. Looking back, my essential need for support and guidance was fulfilled by them in more ways than one.

Likened to the Lifespan Development of Baltes, I came to grasp that our development is a lifelong process. It does not manifest in a linear fashion; instead, it is multidirectional and multifaceted. It may take a while for some; however, for others, it may just come about like a speeding car. In sum, our development, for the most part, depends on our ability to adapt and develop. Albeit, in certain aspects, our development also depends on the contextual elements surrounding us. For instance, our immediate environment, like our academe, can influence our development. These may happen when we have unmet needs as students or the opposite when all our needs are fulfilled.

In contrast, have you had experiences when your specific needs were not recognized because diversity, individuality, or exceptionalities are not valued and respected, or perhaps misunderstood? How can such a situation be rectified in concrete and doable terms?

In retrospect, when I was younger, I found mathematics difficult because of the complex problems we typically solve. More importantly, I think my environment was also a primary factor why I found math so hard. It was because my father was working abroad, and my mother had a full-time job. Hence I usually have no one to confide in whenever I am troubled with a particular subject aside from my older sister, who is only 2 years older than me.

Thus, I struggled to catch up with my other classmates, especially since my classmates and I have varying abilities, which posed a challenge since it indirectly made me feel pressured to cope.

Hence, in order to combat these ordeals, it is integral that we take into account Bronfenbrenner’s Ecological Systems Theory on developing our learner's abilities. Given this, investing effort in implementing strategies like differentiated instruction, where individual needs are placed in high regard, is necessary for figuring out what students need and their exceptionalities. Making this possible would foster positive social interaction among individuals and promulgate inclusivity in the global classroom.

References:

Lumen Learning. (n.d.). The Lifespan Perspective | Lifespan Development. Lumen. https://courses.lumenlearning.com/wm-lifespandevelopment/chapter/the-lifespan-perspective/

What personal experiences and observations are elucidated by the assertions from the incentive theory of motivation?

My mother always brought us to malls to celebrate whenever my sister and I were at the top of our class. At times, she would give us presents whenever my sister and I achieved something. Although she might not have intended that, these experiences were basically a reinforcement of the incentive theory. It was because rather than a solid motivation to keep us on track, ours was more directed toward rewards. Hence, I presume this was also attributed to the reason why I grew up steering away from anything that may lead to negative repercussions.

In retrospect, I think all children have experienced having no power to fulfill something they desire. In particular, we may remember when we were a child, we had no monetary funds to buy something we wanted unless given approval by our parents, hence, whether consciously or subconsciously, many children become exposed to the inner workings of the incentive theory. As they say, “To get something, you must give something in exchange.”

Thus, in our society, it becomes a common narrative for every child. Typically, people take these situations with a grain of salt since not all parents give something we want after every achievement of ours; rather, some give assurance of rewards but in the end, these words of encouragement only leave us hanging.

Do you have your own anecdotes that validate the criticisms against the theory?

Evidently, incentive theory has its hit or miss situation. Undeniably, incentives are not ‘one size fits all’ since what works for you might not work for others. In particular, incentives you find appealing might not be enough for others to be motivated to take action. For instance, I might be motivated to clean the house in exchange for food, while others might opt for monetary compensation.

In what ways are the propositions of Maslow and Rogers similar and how do they differ?

Relatively, to be an actualized individual Abraham Maslow and Carl Rogers had proposed under the humanistic perspective that it is integral to focus on the growth potential of healthy individuals. The difference between their theory is that Maslow emphasized that to attain self-actualization, it is solely because of the individual's self, positing that individuals have an innate desire to become the best person they can become. Whilst, Carl Rogers put emphasis on not only the individual self but largely credited self-actualization to the natural environment of the person, how they are influenced through empathy and acceptance of others.

How do you foresee yourself as an actualized individual?

To be an actualized individual, I would have to deeply reflect on my past experiences since self-actualization is how we reach our full potential. Tapping our full potential means we have to grow holistically. Simply put, being an actualized individual constitutes our overall outlook in life, how we put aside prejudices and respect others’ differences. Through self-actualization, we become accepting and rational. We understand where others are coming from, and look past these differences. In sum, I foresee myself as an actualized individual to be accepting of others and myself, have a logical and rational outlook in life, have a strong sense of responsibility and accountability, be independent and self-sufficient, cherish those who surround us and value the experiences that shaped us. As it goes, "Never stop learning, because life never stops teaching."

Compare your aspirations to perform and accomplish tasks of different levels of challenge—i.e., too easy, too difficult, challenging but doable.

Needless to say, ambitions vary depending on the levels of challenges. For instance, I am more inclined to finish tasks that are easier than prioritizing difficult tasks. For me, it is my routine to always leave the hardest task at the end, and prioritize those tasks that could be finished more conveniently.

Sure, I can. Never mind, because I can‘t. Find anecdotes when individuals (or yourself) refuse (versus volunteer) to pursue activities and goals based on personal ability beliefs, e.g. ―Sige, kasi kaya ko yan, or ―Huwag nalang; hindi ko kaya yan.

For me, I have encountered this exact ordeal when I joined multiple club organizations in my high-school year. At first, I was all for the 'I can do it' type of mentality. But then as time went by, I realized my body and my mind cannot do it, I was overly stressed and tired. So, 'hayaan mo na, next time na lang ulit' mentality got the best of me, hence I dropped most of my club and decided to focus on just the 2 club organizations that I was in charge of.

Recall instances of successes and failures. Identify who you believe contributed to each success and each failure? Find a pattern of your attribution tendencies and use theory to shed light.

When I was in high school, there was a regional program entitled "Girls and Boys Week" which was a site-wide program in search of outstanding local project implementation. Our school always participated in that particular program. During that time, it was when I was gaining my confidence. Hence, to try my luck I applied for a position that I deemed would be at my level of capability. But, unexpectedly, I was chosen for the highest position which truthfully burdened me. It was because it was a nerve-wracking competition, and with my position, I was expected to lead my team members on implementing various local projects.

To cut the long story short, it was full of crying, breaking down, and stressing over. It was simply chaotic, we were implementing multiple projects, we were traveling from 3 places in one day. It continued for an entire week, but for me, it was like an entire month. Thankfully, I was surrounded by my supportive teachers, classmates, team members, friends, and especially my family. In the end, we were able to pull through and win 1st place. Looking back, it really hardened my spirit and mentality. Relatively, self-determination motivation theory was something I deemed in action in that particular experience since it deals with our needs for competence, connection, and autonomy. (Cherry, 2021) I suppose, self-worth achievement motivation theory is also applicable since our motivation relies heavily on self-worth, or our perception of ourselves, that prioritizes our search for self-acceptance which depends on our ability to accomplish a task competitively. (Weibell, 2011)

Use self-determination and self-worth motivation theories to reflect and explain your behaviors and responses to certain achievement situations in the past.

As I have previously mentioned, self-determination motivation theory transpires when we deal with our needs for competence, connection, and autonomy. (Cherry, 2021) For instance, how I formed an attachment to people I have worked with, in particular to the regional program competition I have told above. Such that forged relationships play a role in our self-determination in the social setting. Albeit, self-worth motivation theory occurs when we strive to attain self-acceptance through our ability to competitively accomplish tasks. For example, when becoming steadfast and firm in our decisions, without being influenced by others' opinions.

References:

Cherry, K. (2021). How Does Self-Determination Theory Explain Motivation? Verywell Mind. Retrieved from: https://www.verywellmind.com/what-is-self-determination-theory-2795387#:~:text=What%20Is%20Self%2DDetermination%20Theory,connection%2C%20and%20autonomy%20are%20fulfilled.

Our growth encompasses various stages of development. Nonetheless, this entry will focus mainly on the socio-emotional processes we undergo as we grasp and come into terms with our emotions, personality, and psychological advancements. Bowlby (1969), in his groundbreaking work, described attachment as a lasting psychological connectedness between human beings. From this, I could infer that our connection with others plays a vital role in our behaviors, emotions, personality, and overall identity.

Personality is our individual differences and the emotional and behavioral patterns that constitute our character. Given this, how personality forms over time may be a question to some. Interestingly, our social interactions with others from infancy until our demise form our personality. For instance, we assimilate the values and norms we learned from our upbringing, bringing these values with us as we develop.

The stages of development we undergo predominantly involve conflicts that will either weather our growth or suppress our development. Henceforth, resolving conflicts is crucial since failing to do so may result in a fixation on a particular stage of development. (Cherry, 2021) Thus, teaching socio-emotional competencies as early as primary students is vital in fostering conflict resolution and promoting coexistence. (Santamaría-Villar et al., 2021)

Conflict resolution is the process of settling conflicts that may arise among individuals. By instilling this competency among children, they can become emotionally stable and have the courage to overcome conflicts that may occur in the future without being fazed.

Am I better able to explain and understand the perceptions, behaviors, responses to certain circumstances of others (I supposedly know well) and myself (Am I learning more about myself)?

I find understanding others’ perceptions and behavior quite challenging since we can never know their exact thoughts. Since there are times when we encounter people who don’t act the way we expect them to. Hence, I believe it is essential to put ourselves in others’ shoes because it can help an individual to understand the perspectives of others better.

Relatively, our emotions and thoughts are naturally reflected in our facial expressions, gestures, and actions in most cases. For instance, our emotions such as fear, anger, disgust, surprise, and happiness are often expressed in our bodily behaviors. However, abstract thoughts of individuals are something that will remain obscure unless further spoken.

Our lesson in this module helped me be cognizant of how our social interactions with others shape us. It abetted my knowledge about myself and my individuality. The discussion also made me aware of how psychosocial skills are entrenched in us as we undergo maturation. The lesson also further solidified my understanding of lifespan development, how development comprises our entire lifespan.

References:

1) Mcleod, S. (2008, February 5). Attachment Theory. Simplypsychology.org. https://www.simplypsychology.org/attachment.html

2) Cherry, K.,(2020). What Are Freud’s Stages of Psychosexual Development? Verywell Mind. https://www.verywellmind.com/freuds-stages-of-psychosexual-development-2795962#:~:text=A+fixation+is+a+persistent,smoking%2C+drinking%2C+or+eating.

3) Mcleod, S. (2008, February 5). Attachment Theory. Simplypsychology.org. https://www.simplypsychology.org/attachment.html

4) Cherry, K. (2021). The 6 Types of Basic Emotions and Their Effect on Human Behavior. Verywell Mind. https://www.verywellmind.com/an-overview-of-the-types-of-emotions-4163976

5) Santamaría-Villar, M. B., Gilar-Corbi, R., Pozo-Rico, T., & Castejón, J. L. (2021). Teaching Socio-Emotional Competencies Among Primary School Students: Improving Conflict Resolution and Promoting Democratic Co-existence in Schools. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.659348

Reflect on your process of learning and development and recall instances where they are explained by cognitive development theories.

Baltes' characterization of development or popularly known as the lifespan perspective proposes that development encompasses our entire lifespan. Likewise, I can affirm that my cognitive development is still in the process of developing. However, I suppose that currently, my intellectual development is in the middle of the formal operations stage, which Jean Piaget posits in his Cognitive Development Theory.

In retrospect, how Vygotsky suggests that our cognitive development lies in our culture made me understand how our upbringing, environment, and the society we lived in heavily influenced our growth. Essentially, when I was still in junior high school, I was socially active in my clubs. Perhaps, because of these, I was assigned a position oftentimes. These experiences made me more accountable, hardworking, and motivated. In a way, these experiences were like exposure for us to a bigger world.

Similarly, Vygotsky's theory was alike to the nature vs nurture debate we discussed in module 1. In a sense that our nature shapes us just how Vygotsky believed that social interactions were the biggest factor that affects our cognitive development.

How can you optimize your learning further using cognitive development theories?

I think it is essential to embody and fully comprehend the theories that Vygotsky and Piaget posit. In essence, Piaget's theory regarding stages of development intricately explained how our minds become sophisticated through undergoing stages of cognitive development. For instance, when I was young I only knew how to speak Tagalog, but as I grew I came to understand and speak other languages.

Whilst Vygotsky proposed that our cognitive development is subject to change as it is influenced by our social interactions. Similar to how we are influenced to follow certain norms because of our upbringing and previous social interactions with others. In a way, Vygotsky's theory made us grasp how our culture predominantly affects us. While Piaget's theory helps us know more about our intellectual growth.

What does aging really mean?

We know instinctively what it means to age, we attribute aging to growing up. Clearly, how we age is also deeply influenced by intrinsic and extrinsic factors. Akin to how plants have stages of development, a person's holistic development also consists of various dimensions of growth physically, cognitively, and emotionally.

The air we breathe, the water we drink, the environment we live in, our dietary intake, and our genes are just some of the following that affects how we age. Changes we come across drive our bodies either to decline or to be in good health as we grow old. Likewise, our genetic makeup is also attributed to our biophysical development as genes contain the data needed to build and maintain cells and pass on genetic information to offspring. (Higuera, 2017)

On this note, module 1.1 tackles the bio-physical processes our body undergoes as we grow. It glosses on the physical stages of development that include the following: infancy, early childhood, adolescence, early adulthood, middle adulthood, and late adulthood.

In what ways have new perspectives on physical development allowed me to explain the way I am in terms of my cognitive performances and psycho-social and emotional states and responses?

Frankly speaking, body image, body mass, and physical attractiveness nowadays are what adolescents utilize as a basis for establishing rapport. I just am astonished looking back in the past, how kids befriend others based on their physical looks and how they easily judge those who do not fit their “standards”. Having been used to my extremely bad eyesight, I recall one time when I was in junior high how some of my classmates made fun of me every time I squinted my eyes just to read the words on the blackboard. In retrospect, I did not mind it. However, it made me understand just how discriminating our society is.

I imagined if it was another kid who was permanently blind, how sad they must be when others mock their disability. Our society always surprises me, every time I look back on these memories it gives me chills essentially because children are shaped by their environment. It made me think just how bad must their environment be for them to turn out like that?

On a positive note, I am thankful that I was raised in a compassionate family. Values like integrity I have learned as I was growing up shaped my character. Likewise, the ordeals I underwent honed me into what I am to this day. I am also thankful for the love and care that my parents showered on me.

Without their support and guidance, I wouldn't have been able to grow physically, cognitively, and psychosocially well. Diseases I have suffered from in the past thankfully were not too severe. All in all, I think I was very lucky compared to others as I was in good condition holistically. Hence, I owe all my holistic development to my family.

Having said that, the learning materials we read had been very informative and enlightening. Through reading our module I gained a deeper comprehension of human development. Furthermore, I had the opportunity to ascertain my personal development through this module. I am looking forward to learning more concepts tackling our holistic development on our next subject discussion.

References:

Higuera, V. (2017). What are genes and why are they important? Medicalnewstoday.com; Medical News Today. https://www.medicalnewstoday.com/articles/120574

Our personal development is like the sun. It does not stop at sunrise or sunsets, instead, it is constantly changing. Like the sun that sheds light on everything, our personal development gives light on all domains. As we tackled the domains of development in psychology, we learned that the holistic development of a person is crucial to better understand ourselves.

Why am I who I am?

I am the way I am today because I was shaped both by nature, the genes I have inherited, and nurture, my environment. I inherited my mother’s skin color & hair and my father’s astigmatism. My faith in God was something my family instilled in me since I was young. Like my mom, I am studious and hardworking. Likewise, I resemble my dad who is bad at dancing. Looking back, my love for music was something I acquired as I was growing up which led me to learn and master playing different musical instruments.

In retrospect, all the obstacles I faced, all my personal experiences, my upbringing, and how I’ve been influenced by my environment molded me to become who I am today. Without the direction of nature and nurture, my personal development would have been for naught.

How old am I?

My chronological age is 17. Since I am still in the transitional stage of emerging adulthood some of the dimensions of my development are still in the process of evolving and these include, but are not limited to, my emotional & mental well-being and psychosocial development. In the past, I find myself vulnerable to self-doubts, expectations, and criticisms. It affected me in a way that I became reliant on others just to satisfy others’ expectations for me. To this day I am still in the process of working on my problems but I know that one day the little steps I took would be worthwhile.

Psychology blew my mind. With its expansive theoretical approaches, it’s no wonder people are overwhelmed at first. Spanning from developmental psychology, behavioral psychology, and cognitive psychology. It remains one of the most immense scope of study, blurring the boundary between natural and social sciences.

Other disciplines are also considered when we talk about psychology. In particular, educational psychology is one of the areas of psychology that encompasses developmental, behavioral, and cognitive psychology. In educational psychology, it studies how people learn and retain new information. It includes the teaching methods, instructional processes, and individual differences in learning. (Cherry, 2021)

In this area of study, it does not only involve a specific learning process of early childhood and adolescence, but includes the social, emotional, and cognitive processes that are involved in learning throughout the entire lifespan. For example, when I was young my mother would always let me eat my favorite foods whenever I excel in my exams. This shows how we acquire behavioral knowledge, in a sense that we attaches a reward for passing the exam, which could be considered as a good behavior. However when we fail an exam we receive a punishment, such as doing house chores for an entire week, which could be regarded as a bad behaviour.

On this note, alongside educational psychology in our field of study is developmental psychology. Developmental psychology studies human growth and development over the lifespan, including physical, cognitive, social, intellectual, perceptual, personality and emotional growth. Like in Baltes Lifespan Perspective, developmental psychology was akin to one of the approaches proposed on the theoretical perspectives. Wherein it states that development is multidimensional, meaning it involves the dynamic interaction of factors like physical, emotional, and psychosocial development. Personally, when I was younger my family where constantly moving from one place to another. I had no choice but to constantly adapt to my environment at that time, which I find so hard. Eventually, as I grew older and look back on it I realized having been forced to adapt from situations like that made me develop a certain outlook on adapting. My experience molded me to become someone who can cope easily when faced with situations similar to it. With this, we can say that development is the interplay of biological, cognitive, and socio-emotional processes that progresses throughout our life. And that factors such as the environment, people, culture, and others influences our development.