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Learning in school was never a priority for me throughout my secondary and early post-secondary education. Academically, I struggled in reading, writing, and science, math-based subjects like algebra and accounting is where I excelled. My grades were decent and consistent as I received A’s in math and physical education (PE) classes and C’s in the others. On occasion, I achieved a B in history related subjects.

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My deficiencies in reading comprehension and writing composition continued to present more challenges for me in higher education settings. I fought to maintain a C average and my GPA became a constant reminder of my inability to succeed academically in college. After completing 2-years of college at Chico State University I dropped out to work, get married and start a family. Eight years later I returned to college and graduated from Park University with a Bachelor of Science in Management. I excelled in my professional career as a finance manager and program manager across industries such as state government, manufacturing, and non-profits. After the death of my son I chronicled my thoughts, feelings, and actions in my books, “Secret Sins of the Heart” (Weldon-Caron, 2005) and “Life Beyond the Pain” (Weldon-Caron, 2013) to help me process all that transpired. 

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By the year 2015 I had suffered several loses: three children, my mother, a brother, and my husband the love of my life after a 34-year relationship. I was not only a widow but also a full-time grandmother, mother, professional, and student. I returned to school at age 53 to pursue a master’s degree in education and training. In May 2018 I graduated a degree in Management of Technical Education and one year later enrolled in the Texas State University, Adult Professional Community Education (APCE) Doctoral program to pursue a doctorate in adult education.

 

The transitions in my life have been many and have also served as a point of adult development and education. In the article Lifelong Learning as Transitional Learning there is a section that talks about Biographicity and Learning for Life. Biographicity is describes as the inner potential or self-creating resource of coping with current reality (Glastra, Hake, and Schedler, 2004). Reality in the form of dealing with repeated loss, death, and grief has been a common theme for my life. I have been asked numerous times to explain how I have come to be this resilient, self-confident, and an achieving individual.

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Biograhicity has become my answer to this question. It explains how I have been able to recreate my life, produce new forms of interaction, new social bonds, and social structures that support my new identity, life, and responsibilities. Despite the ongoing grief therapy, I continue to be baffled by my how I have survived the overwhelming tragedies in my life. Glastra, Hake, and Schedler (2004) states that biographicity cannot be taught but that it is a capacity that people possess and is involved in the meaningful learning which should be supported by adult education.