The name is absent

learning about concepts (e.g. in Politics, Sociology or Psychology) which help
learners to articulate and act on their beliefs (Digby honing his political beliefs
and skills);

• learning skills that become useful resources in civic participation (Danielle and
her administrative skills);

• learning experiences that increase social confidence and encourage individuals
to feel that they can help others;

• adult education providing opportunities and contacts that enable new
involvements in the community.

These observations of types of impact are, of course, very diverse and cannot easily
be summed in a way that would provide a basis for a full explanation of how learning
contributes towards social cohesion. At the most we can probably only identify here
certain considerations that seem of particular importance on the basis of our
interviews.

The first point is that the individual’s propensity towards more altruistic forms of
civic association and cooperation depends on individual resources and individual
values and opportunities. We have many examples of individuals who have developed
the resources through learning that would enable them to be civically active, but who
have not been motivated or had the opportunity to be so. There are also examples
from our fieldwork of individuals who have the motivation and values for
participation but who appear to be constrained by their lack of opportunities and
resources. Lack of skills and resources may be more important factors constraining
association generally, but in terms of the engagement in the more altruistic forms of
association lack of motivation (in terms of values and identity) and lack of
opportunity would seem to provide the major hindrance.

The second point is that value and identity formation is a complex process where
learning impacts result from both cognitive and affective processes. The affective
process seems to be particularly important and is dependent on a whole learning
environment. Our accounts of how learning has shaped identity and values place
particular stress on:

• the influence of individual mentors and peer groups;

• the impact of various extra-curricular activities and learning experiences;

• the role of actual voluntary involvements as part of the learning process.

Put more generally, value and identity formation are all highly dependent on learning
context. From the evidence of our interviews, it would seem that adult education

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