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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... knowledge or in competence”(p. 24). Darkenwald andMerriam (1982) are even more specific with regardto the two criteria citedabove: “Adult education is a process whereby personswhose majorsocial roles are characteristic of adult status ...
... knowledge or in competence”(p. 24). Darkenwald andMerriam (1982) are even more specific with regardto the two criteria citedabove: “Adult education is a process whereby personswhose majorsocial roles are characteristic of adult status ...
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... popular social movements, grass roots education, voluntary associations, and communities producingand disseminating knowledge asahuman activity” (pp. 3334). Related Terms and Concepts Anumber of terms andconcepts are used.
... popular social movements, grass roots education, voluntary associations, and communities producingand disseminating knowledge asahuman activity” (pp. 3334). Related Terms and Concepts Anumber of terms andconcepts are used.
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... knowledge, useall possible means,and givethe opportunity to all people for full development of the personality” (UNESCO, 1977, p. 2). In the United States, the terms can be found in the literature and rhetoric of bothgeneral education ...
... knowledge, useall possible means,and givethe opportunity to all people for full development of the personality” (UNESCO, 1977, p. 2). In the United States, the terms can be found in the literature and rhetoric of bothgeneral education ...
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... knowledge; and the consultant, of training employees to be better managers. However, ifwe considerthe purpose or goalofour workfrom thebroader perspective of adult education, we getsome different answers. Looking atthe overall goals and ...
... knowledge; and the consultant, of training employees to be better managers. However, ifwe considerthe purpose or goalofour workfrom thebroader perspective of adult education, we getsome different answers. Looking atthe overall goals and ...
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... knowledge,” and philosophy probes thenature of human beings, the mind, thephysical universe, truth, and moral reasoning. When we set goals, negotiate life transitions or crises, or examine the beliefs and values that form the basis of ...
... knowledge,” and philosophy probes thenature of human beings, the mind, thephysical universe, truth, and moral reasoning. When we set goals, negotiate life transitions or crises, or examine the beliefs and values that form the basis of ...
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 | |
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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