The Profession and Practice of Adult Education: An IntroductionJohn Wiley & Sons, 17. feb. 2011 - 396 sider The Profession and Practice of Adult Education is a timely book and an excellent introduction to the field. Drawing from an extensive volume of literature, it provides comprehensive coverage and a clear guide. Graduate students will benefit from it and practitioners will be kept abreast of changes that are occurring. --Peter Jarvis, professor of continuing education and senior research professor, University of Surrey, United Kingdom |
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... to the notion that in today's society, the rangeof choices available innearly allaspects of life are virtually unlimited. Every day, we face choices about which foodis good for our health, which books we wish to read, which career move ...
... to the notion that in today's society, the rangeof choices available innearly allaspects of life are virtually unlimited. Every day, we face choices about which foodis good for our health, which books we wish to read, which career move ...
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... to particular understandings of what constitutesadult education. Thevalues and beliefs held by individuals and societyas a whole shape which goals and purposes are considered important in the practiceof adult education. Hence, Chapter ...
... to particular understandings of what constitutesadult education. Thevalues and beliefs held by individuals and societyas a whole shape which goals and purposes are considered important in the practiceof adult education. Hence, Chapter ...
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... [to] fourteen years of age inColonial America as adult education”(p. 4). Ifbiologically defined, many cultures consider puberty to be the entry into adulthood. Legal definitions of adulthood are generally anchored in chronological age, which ...
... [to] fourteen years of age inColonial America as adult education”(p. 4). Ifbiologically defined, many cultures consider puberty to be the entry into adulthood. Legal definitions of adulthood are generally anchored in chronological age, which ...
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... in termsof learners and learning,thus giving ita particularly psychological orientation in which“the context of education is largelyignored” (p.59).Others seethe context mainly in terms oftechnical andeconomic imperatives andthus are ...
... in termsof learners and learning,thus giving ita particularly psychological orientation in which“the context of education is largelyignored” (p.59).Others seethe context mainly in terms oftechnical andeconomic imperatives andthus are ...
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... of traditional college age. Continuing education, mentioned above, is one suchterm; general extension and university extension are others; while community services (which usually refers to noncredit leisure courses and cultural ...
... of traditional college age. Continuing education, mentioned above, is one suchterm; general extension and university extension are others; while community services (which usually refers to noncredit leisure courses and cultural ...
Innhold
Chapter3 | |
Chapter 4 Adult Education in Contemporary Society | |
The Organization and Delivery of Adult Education | |
Chapter 6 TheAdult Learner and Concepts of Learning | |
Examining Access and Opportunity | |
PartIII Developing a Professional Field of Practice | |
The Unacknowledged Side of Practice | |
Reframing Practice The Future of Adult Education | |
ADecade in Review and Trends for the Future | |
Name | |
Subject | |
The Global Context of Adult Education | |
Andre utgaver - Vis alle
The Profession and Practice of Adult Education: An Introduction Sharan B. Merriam,Ralph G. Brockett Ingen forhåndsvisning tilgjengelig - 2007 |
The Profession and Practice of Adult Education: An Introduction Sharan B. Merriam,Ralph G. Brockett Ingen forhåndsvisning tilgjengelig - 2011 |
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activities Adult and Continuing Adult Education Quarterly adult education’s adult learning African Americans agencies American andragogy andthe Association Brockett bythe Caffarella canbe Cervero challenges chapter communitybased concepts constructivism content areas context Continuing Education countries critical critical theory cultural Cunningham Darkenwald Directions for Adult discussion distance education diversity education of adults education programs emphasis example experience experiential learning feminist feminist pedagogy field forAdult forexample formal global goals groups higher education identify inadult individual institutions inthe inwhich issues JosseyBass knowledge Knowles learners lifelong literacy Malcolm Knowles Merriam Mezirow Mulcrone nations nonformal education North America ofadult ofthe one’s organizations participation pedagogy perspective philosophy political practice practitioners professional progressivism reflects response role San Francisco selfdirected learning situated cognition social society Stubblefield suchas theadult thefield theory tothe transformation transformative learning typologies understanding University withthe women workplace