Learning that comes from the negative interpretation of life experience

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Abstract
Life experience is the basis for much of the learning that takes place in adulthood. While the learning may at times be difficult, even painful, the adult learning and development literature overwhelmingly conveys the image of learning from life experienceas fundamentally positive, leading to growth‐enhancing outcomes. But what of learning that is largely negative, that results in growth‐inhibiting outcomes such as anger, distrust, intolerance, or a constricted worldview? What happens in the process of learning from life experience when the result is debilitating, rather than enriching? Might such a process be reversed? The purpose of this study was to understand how learning from a negatively interpreted life experience can result in debilitating, growth‐inhibiting outcomes. Eighteen adults who self‐identified a negative outcome from life experience learning were interviewed in depth. Analysis of interview data revealed that if a life experience challenges some central defining aspect of the self, and this challenge is interpreted as too threatening to the self, growth‐inhibiting responses are learned to protect the self. These growth‐inhibiting responses included blame, hostility and anger, withdrawal and avoidance, and fear and distrust. However, when and if the threat to the self is reduced, theprocess may reverse itself toward more growth‐oriented outcomes. These findings have implications for adult education practitioners.

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