Abstract
Abstract This article explores definitions of maturity, drawing out the essential elements of what makes up the mature person and how this relates to culturally determined norms of behaviour. It compares and evaluates models formulated by Douglas Heath and Malcolm Knowles and applies them to the author's experience of teaching in higher education. It goes on to relate the concept of maturity to the way learners develop their personal skills and qualities. It illustrates that maturity is a goal of personal effectiveness and that it can be fostered through sensitive teaching and learning strategies designed to promote autonomy, stability, allocentrism, symbolisation and integrity, the key elements of maturity as defined by the psychologist Douglas Heath.
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