The name is absent

through psychology or counselling courses, and powerful effects are attributed
in some instances. But there is a much more diffuse effect, as learners come to
understand their own place in the world through having a wider and more
clearly understood set of reference points on which to construct their self-
understanding. This could be in relation to their ethnic group, their personal,
class or community history, their gender or any other of a wide range of social
factors. (This effect is mentioned most often in relation to courses in the
humanities or social sciences.)

The effects of such exploration are not always comfortable or even ultimately
positive. This is the risk factor in learning, as people explore what can be
dangerous territory. Examples amongst our respondents include: Lydia, who felt
that her professional as well as personal identity was on the line; and Enid, who,
though generally very happy with the effect of her education on her family
including her husband, was nevertheless worried that if she changed too far it
would threaten her marriage, as she knew had happened in other cases. Naomi
referred to herself as “splintered”. But good education provides a relatively safe
environment for people to improve their understanding of themselves, directly
or indirectly.

c) Finally, there is the recurrent self-esteem theme. Not only do people come to a
clearer understanding of self, but also they come to value that self more highly.
Again, we would not wish to engage in professional psychologising, but the
evidence is consistently strong. Learners come to see themselves as having
something to offer to themselves and to others. They may reinterpret their
achievements to date, and re-evaluate their potential achievements in the future.

8.2 Negative effects on health

We should also report some negative effects of learning on health:

- Stress: Bianca is a keen student, with a history of attending courses on a variety
of subjects. However, she gave up her course because it severely aggravated her
asthmatic condition.

- Peer group norms/pressure: Gareth was introduced to a heavy drug culture as a
result of enrolling in college. This led straight on to a serious drug ‘career’ (see
Section 10).

9. Social capital and social cohesion

We turn now to two concepts which overlap, and whose definitions are not
universally established. As potential outcomes of learning, social capital and social
cohesion share a concern with values, with active community life and with the way

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