According to the strengths
perspective, a social-work-oriented theory, every person has strengths that can
be evoked and used to improve one’s quality of life. When applied to the context
of life-long learning, it can be useful to reframe this theory by asserting
that all of us have certain individual strengths-abilities, personality traits,
and talents-that propel and support our pursuit of learning across our
lifespans. Sometimes, we know our own
strengths. Sometimes, we have to be reminded of our strengths. Either way, it
is so important to honor our strengths and utilize them strategically in the pursuit
of acquiring and reinforcing our knowledge. I believe that the following
strength-based self assessment will serve two important functions for the
life-long learner:
1.
It will allow you to get in touch with your
strengths, thus building both self-awareness and confidence.
2.
It will provide a sound foundation from
which to launch yourself into the joy and rigours of a life-long learning lifestyle.
I have assembled the following
questions based on Dennis Saleebey’s Strengths-based “Possibility Questions”. I have added additional questions based on
the basic tenets of the strengths perspective; I have adjusted the questions to
reflect the context of life-long learning. When you engage in this
self-assessment process, I want to encourage you to employ a mindful approach
to answering these questions-be present in this process of assessing yourself.
Take a moment to savor and celebrate the strengths you are able to find or
rediscover. After taking this assessment, enact your findings to build your
confidence, reinforce your base of strength, and engage in the life-long
learning process with a new perspective. (I will also place a copy of this assessment in the Resources section of the blog.)
Assessing your Strengths:
Possibility Questions for Life-Long Learners
Overall Life-Long Learning Goals:
What do you want out of your life-long learning experience?
What do you want to learn within your lifetime?
Which academic or career paths support your life-long
learning goals?
Which non-product oriented, interest-driven goals would you
like to pursue?
Short-Term Learning Goals:
Which subjects, skills, or academic disciplines do you want
to learn about in the next six months? Within the next year? Within the next 5
years?
Long-Term Learning Goals:
Which subjects, skills, or academic disciplines would you
like to learn about across your lifespan?
Vision for the Future:
What are your hopes, visions, and aspirations?
Pragmatic Steps and Current Progress:
What are some immediate learning goals that you have?
What would it take to achieve your goals?
How far along are you toward achieving these?
Personal Strengths and Resources:
What personal qualities are helping you in the process of
achieving your life-long learning goals?
What are your special talents and abilities?
What fantasies and dreams have given you special hope and
guidance?
How can you use your personal strengths, talents/abilities,
and dreams to support your learning process and the achievement of your
life-long learning goals?
In what ways can you empower yourself to recover and
activate those special abilities and motivations that you have had in the
past?
Social Supports:
Are there people in your life (parents, counselors, friends,
instructors, etc.) that support your pursuit of your life-long learning goals?
If so, how have these “life-long learning allies” helped you
in your pursuit of your learning goals, academic or otherwise?
How have they helped you discover recover and activate those
special abilities and motivations that you have had in the past?
Reference
Saleebey, D. (2002). Strengths
Perspective in Social Work Practice (3rd ed.) University of
Kansas, NY: Allyn & Bacon.
[Adaption, Reformatting, and Addition of Questions by Sarah
Perry Johnson.]
