In search of transformative moments: Blending community building pursuits into lifelong learning experiences

Abstract

This article presents an exploration of the relationship between community building and lifelong learning. Using a reflective style, the authors propose that the fusion of community building principles with lifelong learning practice can positively transform educational practice. Seven positive pursuits are highlighted regarding their potential to assist the implementation of community building into lifelong learning programs: (1) asset-based thinking; (2) critical reflection; (3) systems thinking; (4) cognitive vibrancy, (5) inclusiveness; (6) creative expression; and, (7) purpose in life. These pursuits draw upon the power of the community development field to bring about more positive transformative moments for individuals and communities participating in lifelong learning programs. The metaphor of bread making is used to illustrate how such transformative moments occur and why they are meaningful to individuals pursuing lifelong learning.

The Social and Cognitive Transformation of Older Adult Women: an Analysis of Community Well-Being for a University-Based Lifelong Learning Community

“…One answer may be transformation. Participation in lifelong learning is an indispensable pursuit for older adults to remain active, cognitively and socially (Pstross et al 2017). A social and cognitive transformation perspective helps address the transformative power of lifelong learning in the lives of women in older adult learning communities.…”

“…Lamb and Brady (2005) identify sense of belonging, enhanced self-esteem, and spiritual renewal as complementary motives for enrollment and participation in lifelong learning institute programs across multiple institutions. The transformational power of lifelong learning attracts older adult leaners to and engages them in lifelong learning institutes and programs (Pstross et al 2017).…”

“…An online survey was distributed via Qualtrics to 1117 unique email addresses derived from registered members of the Osher Lifelong Learning Institute at Arizona State University. The mission of the institute is threefold: (a) to connect older adults (aged 50 and above) to the intellectual, social and cultural environments of the university, (b) to build a sense of community among those engaged in lifelong learning opportunities provided by the institute, and (c) to provide older adults with pathways to public service (Pstross et al 2017;Talmage et al 2015Talmage et al , 2016. The institute is now comprised of over 2000 older adult learners (around 1100 at the time of the survey), participating in a venue of over 200 short courses, lectures, special events, and service-learning opportunities annually.…”

Weaving reflection, action, and knowledge creation: lived experience as a catalyst into the cycle of praxis for community development

“…It is a prompt to facilitate rhythms of praxis in the work to produce, promote and restore Solidarity and Agency. Praxis-based approaches emphasize personal experience as the basis for reflection (Freire, 1970(Freire, /2012Ledwith, 2011;Pstross et al, 2017). In contrast to approaches that have downplayed the importance of the body or the political nature of the mundane or domestic life, the CPCD is centered on the lived experiences of people (Peterson, 2018).…”

Lifelong Learning

“…In the past 20 years, the literature on the benefits of lifelong learning has grown significantly (Coleman, 2017). The social and community benefits of lifelong learning include those of asset-based thinking and creative expression (Pstross, 2017), as well as a sense of ownership and sustained relationships (Brady, 2013). In addition, studies have shown that older learners generally report positive wellbeing and healthy lifestyles, i.e., non-smoking and regular exercise (Narushima, 2018).…”