Judicial Resiliency
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intimacy (sustaining relationships and preserving trust) and generativity (meaning making, caring for community and the next generation) throughout their lives. Each time an individual confronts issues of identity, intimacy, or generativity, they do so on a different and more complex level. Ideally this process leads to greater competence and a deeper perspective with each cycle. In these ways, Erikson contributed to an understanding of the inherent strengths of the human personality in overcoming challenges and conflicts while healing through a transformative process. Vygotsky (1987) emphasized the role of advanced guides or mentors, who can assist learners in formulating and solving problems. The emphasis on the value of guidance among the cognitive theorists appears to rest on the assumption that those guiding the learning can understand the problems of the learner, and that their objectives are aligned, since "facilitating learning experiences requires knowledge of the goals and needs of the individuals involved‖ (Darkenwald and Merriam, 1982, p. 77). According to Merriam and Caffarella (1991), ―the humanist theories view learning from the perspective of the human potential for growth‖ (p. 132). These authors noted that the problems of the learner are at the center of the humanist view of learning, and that the learner is perceived as self-directed and striving towards a more ideal self. As a consequence, the purpose of learning is determined by life's problems of highest relevance to the individual as the adult learner initiates and directs the learning (Knowles, 1980). The humanistic emphasis on growth, development and change has much to offer adult education concerned with psychological health and well-being (Maslow, 1968; Rogers, 1983).