Handbook of Adult and Continuing EducationArthur L. Wilson, Elisabeth Hayes John Wiley & Sons, 27. apr. 2009 - 768 sider Sponsored by the American Association of Adult & Continuing Education"This monumental work is a testimony to the science of adult education and the skills of Wilson and Hayes. It is a veritable feast for nourishing our understanding of the current field of adult education. The editors and their well-chosen colleagues consistently question how we know and upon what grounds we act. They invite us to consider not only how we can design effective adult education, but also why we practice in a particular socio-economic context." --Jane Vella, author of Taking Learning to Task and Learning to Listen, Learning to Teach "This new handbook captures the exciting intellectual and professional development of our field in the last decade. It is an indispensable resource for faculty, students, and professionals." --Jack Mezirow, emeritus professor, Adult and Continuing Education, Teachers College, Columbia University For nearly seventy years, the handbooks of adult and continuing education have been definitive references on the best practices, programs, and institutions in the field. In this new edition, over sixty leading authorities share their diverse perspectives in a single volume--exploring a wealth of topics, including: learning from experience, adult learning for self-development, race and culture in adult learning, technology and distance learning, learning in the workplace, adult education for community action and development, and much more. Much more than a catalogue of theory and historical facts, this handbook strongly reflects the values of adult educators and instructors who are dedicated to promoting social and educational opportunity for learners and to sustaining fair and ethical practices. |
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Side xvi
... Education is critically reflective practice. To capture the theme of practice as critically informed choice, we propose that the complex combinations of organized knowledge, assump- tions, values, and experiences that define ...
... Education is critically reflective practice. To capture the theme of practice as critically informed choice, we propose that the complex combinations of organized knowledge, assump- tions, values, and experiences that define ...
Side 1
... education at the turn of the century. While wary of the con- tinuing persistence of postmodern concerns about making anything “fundamental,” we have nonetheless embraced critical reflection as a significant hope for improving what we ...
... education at the turn of the century. While wary of the con- tinuing persistence of postmodern concerns about making anything “fundamental,” we have nonetheless embraced critical reflection as a significant hope for improving what we ...
Side 1
... critical reflection to define and critique his own personal view and practice. We believe his chapter well captures much of what we take to be the (perhaps wishful) zeitgeist of adult education ... education. Y CHAPTER ONE A. L. Wilson and ...
... critical reflection to define and critique his own personal view and practice. We believe his chapter well captures much of what we take to be the (perhaps wishful) zeitgeist of adult education ... education. Y CHAPTER ONE A. L. Wilson and ...
Side 29
... critical reflection largely into a process question not exactly where we had hoped to end up . So , with this main concern in mind and as closing critique and segue to Brookfield's chapter on critical reflection , we would like to make ...
... critical reflection largely into a process question not exactly where we had hoped to end up . So , with this main concern in mind and as closing critique and segue to Brookfield's chapter on critical reflection , we would like to make ...
Side 30
... critical reflection in and of itself is not a panacea to the critique we have sketched here of classical professionalization models. It is a significant component to altering the traditional equations, but that epistemological and ...
... critical reflection in and of itself is not a panacea to the critique we have sketched here of classical professionalization models. It is a significant component to altering the traditional equations, but that epistemological and ...
Innhold
1 | |
Part II THE PROFESSIONS COMMON CONCERNS | 51 |
Part III THE PROFESSION IN PRACTICE | 243 |
Part IV REFLECTING ON THE PROFESSION | 557 |
Name Index | 709 |
Subject Index | 723 |
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Handbook of Adult and Continuing Education Arthur L. Wilson,Elisabeth Hayes Ingen forhåndsvisning tilgjengelig - 2009 |
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AAACE action Adult and Continuing Adult Education Quarterly adult learning adult religious education African American American andragogy approach Association assumptions Cervero challenge chapter classroom community college competing concept context Continuing Education Cooperative Extension critical pedagogy critical reflection critique cultural defined discourse distance education economic education programs example experience experiential learning feminist feminist pedagogy field focus gender global groups Handbook of Adult higher education human individual institutions instructional interaction issues Jossey-Bass knowledge construction Knowles leadership learners learning society literacy mentoring Merriam National needs Northern Illinois University organizational organizations participation participatory action research Pedagogy perspective planning political postmodern poststructural practitioners Press problems professional practice questions reflective practice relationships role rural San Francisco situated cognition skills social structures teachers teaching theory tion traditional transformational learning understanding University urban workers workplace York