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Development of Adult Thinking: Interdisciplinary Perspectives on Cognitive Development and Adult Lea

I: Adult cognitive and moral development From multiperspective to contextual integrative thinking in adulthood: considerations on theorisation of adult thinking and its place as a component of wisdom Theoretical background: basic concepts Change as a core concept in development and learning The development of adult thinking: starting points for modern research Piaget, Perry; Kohlberg, Gilligan, and the development of thinking: logic, knowledge, and morals Postformal and relativistic-dialectical thinking in adulthood Contextual integrative thinking as a form of adult thinking and a component of wisdom Ontological pre-understanding and adult thinking Contextual integrative thinking and wisdom research Conclusions Note References Integrating epistemic knowledge and logical reasoning skills in adult cognitive development Introduction Development of reasoning skills Reasoning at the level of formal operations Development of epistemic knowledge Developmental approach Epistemological resources approach Connections between the two main approaches to cognitive skills: an example of higher education students How to enhance adults' thinking skills?Notes References Personal epistemologies and social representations: and how they meet in people’s conceptions of the origin of human species Introduction The development of personal epistemologies The significance of personal epistemologies in everyday life Social representations: everyday, common-sense theories of groups How personal epistemologies and social representations help us understand how people make sense of the origin of their species Conclusions: social representations and personal epistemologies in making sense of the human origin Notes References Duties and responsibilities in adulthood: integrating care and justice perspectives Introduction Kohlberg's stages in justice reasoning development Neo-Kohlbergian view on moral development Development towards postconventional justice reasoning Care and justice as different modes of moral reasoning Levels of care reasoning Care and justice in everyday moral reasoning Acknowledgements Note References Broadening the view of morality, and a study of moral development Introduction From two to three moralities Three moralities, culture, and development From three to five: moral foundations theory Five moralities and development Conclusions and challenges Note References II: Perspectives of adult learning Adult learners and theories of learning Learning in adulthood: an introduction Perspectives on philosophical backgrounds of learning theories Individual level cognitive theories of adult learning Individual level motivational, metacognitive, and regulation theories of adult learning Conceptions and beliefs as fostering or impeding adult learning on an individual level Social and cultural level mechanisms of adult learning Adult learning in context - an example of the learning of broad scientific thinking in higher education References Developing learning and teaching practices for adults: perspectives from conceptual change and metacognition research Theoretical issues concerning adult learning - Combining conceptual change and metacognition research to adult development Conceptual change: enrichment and radical conceptual change - What does the metacognition research say?How are personal epistemologies related to metacognition and conceptual change learning?Examples of adult learners' conceptual change processes Medical students and the cardiovascular system Student teachers' challenges in understanding photosynthesis Learning environments and adult learners - How to support conceptual change and metacognitive processes in adult education?Learning strategies, learning materials, and critical academic reading, alone and in groups Discussion Note References Tacit knowledge and knowing at the core of individual and collective expertise and professional action Introduction Characteristics of tacit knowledge Elaborating skills and tacit knowledge Competencies and tacit knowledge Ways to explicate tacit knowledge Perspectives on argumentation of tacit knowledge Contextuality of tacit knowledge Tacit knowledge as individual and collective phenomena Tacit knowledge as a product and process The structure of the process of tacit knowing Discussion: the relationship between tacit knowledge and expertise Acknowledgements Note References Professional expertise, integrative thinking, wisdom, and phronēsis Introduction Development of expertise: the role of complex problems, multiple perspectives, and integrative thinking Integrative thinking Wisdom models and their connections to research on professional expertise Wisdom as phronesis: philosophical backgrounds Toward a synthesis of expertise, adult cognitive development, and phronesis Conclusion: integrative model of wisdom in professional practice and expertise References III: Open questions and new approaches Challenges in exploring individual’s conceptions of knowledge and knowing: examples of research on university students Introduction A Short history of investigating individuals' conceptions of knowledge and knowing From interviews to questionnaires and problem-solving tasks Addressing concerns about self-report measures A need for the multiple methods approach Measuring the individual's conception of knowledge and knowing in action Theoretical challenges Conclusions and recommendations for further studies References Systems thinking and adult cognitive development Introduction Systems thinking Towards systems theories Three systems paradigms Systems paradigms and adult thinking research Dynamic systems paradigm: self-organising and self-referential systems Self-organising systems Autopoiesis and self-referential systems Theory of postformal thought Conclusions Notes References Logical contradiction, contrary opposites, and epistemological relativism: critical philosophical reflections on the psychological models of adult cognitive development Introduction Problems in describing adult cognitive development: philosophical reflections Adult thinking as development from absolutism to relativistic thinking Philosophical and psychological epistemology Dialectical thinking Contradictory and contrary opposites in a philosophical analysis of dialectical thinking Epistemological relativism and integration Living without certainty Conclusions Notes

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