When examining my voice, I first had to understand Noor's past life experiences. She was stated as being strong, independent, and highly motivated for attending college. The field of education is something that she is passionate about and wants to learn more but be progressive in the field. She has enough life experiences to make her own opinions about events, facts, and is willingly to search for the correct answers to fit the context. I suspect that when in the classroom, Noor is a diligent student who isn't afraid to ask questions concerning the validity of techniques and educational practices. Therefore, Noor would not be in the early stages of cognitive development where she accepts all truths as final and knowledge is viewed as certain. She would not be in the advanced stage either. Though she does not accept everything as fact without careful research, she is still exploring her voice and gaining confidence in her specific content area. Additionally, she does not think of herself as the authority but more of a learner when starting out her college career. She does though have enough experience in her life to be in advanced stages in other parts of her world. For Noor, in an educational setting, she is categorized in the middle stages of development. She is on a quest for the self, trusting in her own voice over others.
When assisting Noor in developing into the advanced stages of cognitive development, the main goal is for independent thinking to occur but also being able to create justifications for information she may think as true. As a professor, practicums with reflection papers on experiences and identifying items that worked in education would be beneficial in not only creating confidence in the classroom but being able to be a reflective educator to show what positive techniques that are being used. As an advisor or counselor, I would suggest to Noor to find activities that challenge her to expand her knowledge base and give her an opportunity to gain confidence in her career.
Looking at Noor's experience and her cognitive development, it would be safe to say that adult learners are in various stages of development. But one cannot assume that since a person has more life experience that they come into college with being in the middle of developing. For example, a man who has shifted from job to job and doesn't really know what to do in life except to go back to college may start in an early stage. He may not have confidence in his knowledge base and tend to look at a professor with ultimate authority. On the other hand, a women who has a decent job, great marriage, and supportive friends may have had ample opportunity to express her opinions. With this experience she may be accustomed to developing individual conclusions, supporting her self, and looking contextually at situations.
In either case, as student affairs professionals, we too must look at situations within the context and look at the experiences of the person before we make assumptions. The professional must always be willing to help someone progress and keep in mind at the appropriate pace in which to help with a person's development.
Taken from in-class notes:
Cognitive-Structural Development
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