Abstract
This paper explores the use of autobiography as a tool for teaching and learning in continuing education. In a recent continuing education course on adult learning and development, students took on the project of writing five chapters of their life story. Subsequent interviews with the writers explored the process and effects of writing. The findings suggest that when adult learners undertake autobiographical writing in the context of adult education, they embark on a process of self-exploration and meaning making that, in turn, can promote the development of an enlarged view of themselves and the world around them. Based upon these findings, a proposition is made for the transformative power of putting pen to paper.
Highlights
This paper explores the use of autobiography as a tool for teaching and learning in continuing education
Following from Howarth’s definition, one could surmise that adult learners who reflect on their lives in this manner embark on a process of recollection, distillation, and analysis that can yield both insight into life’s meaning and purpose and understanding of self and others
“Storying” in the Context of the Class. Some students found it fortuitous to be writing their stories in a course on adult learning and development; it helped to make the course “real.” As one observed, “Autobiography helps an individual find how the course material fits into their life, as opposed to having the instructor do it for you.”
Summary
At the University of Manitoba, students taking the Adult Learning and Development course, in the Certificate in Adult and Continuing Education program, were given simple guidelines for writing their stories. As an educator of adults, I wondered to what extent I and perhaps other educators were omitting this more personal and historical aspect of students’ lives, and to what extent we were missing the opportunity to include students’ relevant experiences into the learning context Most began their stories with their childhood. Several identified the patterns of behaviour that had burdened their lives, while others identified various addictions that controlled theirs Whereas initially they may have thought of their life as a series of historical events, my urging that they find a common thread to tie the events of their life together was likely helpful in searching out a possible larger meaning, a larger story in their life. I wondered about the effect of writing their stories—what had they learned? On the basis of these questions, I designed a study to follow up with this group of continuing education students
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