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| periods of rapid irreversable change |
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| the gradual movement from the security and protection of our families to the acceptance of responsibility for our own lives--psychologically, financially, and emotionally |
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| develop across seven dimentions |
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intellectually: mastering content
Interpersonal: being able to work in groups in both personal and professional settings |
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| being aware, and express emotions effectively |
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| learning to function with self-sufficiency |
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| developing mature interpersonal relationships |
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| tolerance and appreciation of others |
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1)comfort of body
2) comfort with gender, orientation
3)sense of self in all context
4) clarification of self-concept
5) sense of self in feedback
6) self acceptance & self esteem
7) personal stability |
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| ability to unify different goals |
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| ability to act based on beliefs/ values |
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| that time in which we are initiated int eh adult world |
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disernment of good/bad or right/wrong information
not questioning authorities |
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knowing how to do something (process)
based on opinion rather than certainty
realize some Q's dont have answers |
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question everything!
based on ability to support/argue answer logically
get own truths
ask / answer questions |
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regression intoearlier stages such as;
dualism--by recreating safe zone
extreme retreat--join groups of absolute truth |
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committment by settling in at the relativistic stage and rejects further movement
drifting |
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postponement of movement for a full academic year
not utulizing opportunities that relativism provides for further growth |
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"we only know so much"
deciding how and why they want to live their lives, then they are poised to commit to particular beliefs, values, relationships, principles, and work.
17 vs. 34 pregancy |
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| the beginning of the second half of life, a time of exploration into the inner life, a journey toward integration and wholeness |
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| psychological emancipation |
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"place of control"
shift our perception of who or what controls us from outside of ourselves to within |
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| first stage of life that transitions to childhood with birth |
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| stage of life: child hood |
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| the second and relatively long stage of life that is about 12 years long and transitions to youth by around 10-12 years old |
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| the third stage of life that is around age 13-27 years old. This stage of life transitions into adulthood through independence (which is about 7 years long) |
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| fourth stage of life: about 27-50 years which transitions to maturity through midlife. |
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| the fifth stage of life that lasts about 50-75 years old, which transitions to death |
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| dualist learners see knowledge as |
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| good or bad, right or wrong |
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| dualist learners see instructors as |
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| ultimate source of knowledge |
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| dualist learners see the goal of learning as |
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| memorizing facts, dates, places, and events |
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| dualistic learners expect teachers |
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| tell them what to learn, stick to the syllabus, what will be on the test? |
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| dualistic learners prefer ____tests |
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| multiple choice/true false/ matching tests |
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| dualistic learners think grades: |
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| i check the right boxes, I will get an A |
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| multiplicity learners think knowledge is |
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| up to everyone's opinion; no body can be called wrong. |
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| multiplicity learners think of teachers as |
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| authority and the ones who will give answers to difficult questions |
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| multiplicity learners see the goal of learning as |
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| see importance of ideas as starting to comprehend material |
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| multiplicity learners are expect ___ of teachers |
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| starting to want to search for answers but teachers will ultimately provide solution |
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| multiplicity learners expect ___ of grades |
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| hope teacher counts for effort, like math, by understanding the process |
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| relative learners view knowledge as |
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| relative to context, all is valid but not all is equal. knowledge is qualitative. |
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| relative learners think intructors are___ |
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| guide and source of learning/perspective. she facilitates discussion & challenges to create new questions. |
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| relative learners view of learning |
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| apply and analyze information as they consider different points of view while grappeling with difficult questions |
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| relative learners expectations of teacher |
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| do not give answers; let me solve problems. there may be many right aswers |
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| relative learners typical test |
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| subjective tests where answer is supported and argued through logic and evidence |
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| relative learners point of view on grades |
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| should reflect ability to support answer with sound reason logic and evidence! |
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| committed learners view of knowledge |
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| decide on major topics such as religion, career, political beliefs, choosing a mate |
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| committed learners view of teachers |
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| He is interested in my committment or decision and allows me to form my own opinion |
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| committed learners goal of learning |
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| evaluate information and form an opinion while seeking personal relevence |
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| committed learners view of learning |
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| i evaluate information on my own terms and seek personal relevence |
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| committed learners expectations of teacher |
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| i have my convictions and i accept info according to my standards |
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| committed learners view of grades |
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| learn for the sake of learning and expanding knowledge |
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| examine right from wrong///blind belief |
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| multiplicity is to __________ |
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| relativism is to ____________ |
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| support/argue point of view |
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| committment is to ________ |
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| choosing a point of view and arrogant with it.. |
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