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 6
... discourse underlying the field's effort to begin studying itself in the 1920s ( which itself is directly derivative of a scientific tradition dating from the nineteenth - century ; see Kett , 1994 ) . For example , Morse Cartwright ...
... discourse underlying the field's effort to begin studying itself in the 1920s ( which itself is directly derivative of a scientific tradition dating from the nineteenth - century ; see Kett , 1994 ) . For example , Morse Cartwright ...
Side 20
... discourse in adult educa- tion . As already indicated in Chapter One , the generally pervasive and often unac- knowledged epistemology of the handbooks is the traditional claim that technical competency verified by scientific inquiry is ...
... discourse in adult educa- tion . As already indicated in Chapter One , the generally pervasive and often unac- knowledged epistemology of the handbooks is the traditional claim that technical competency verified by scientific inquiry is ...
Side 24
... discourse which has trapped formal knowledge construction in adult education: “Prin- ciples and techniques of operation, developed through trial and error, have not been sufficiently tested to justify putting them down in black and ...
... discourse which has trapped formal knowledge construction in adult education: “Prin- ciples and techniques of operation, developed through trial and error, have not been sufficiently tested to justify putting them down in black and ...
Side 28
... discourse of technical rational theory in hopes of reconstituting theory- practice relationships. Rather than prediction and control, we seek knowledge-practice that is plausible, strategic, and normative (Forester, 1989). Prudent.
... discourse of technical rational theory in hopes of reconstituting theory- practice relationships. Rather than prediction and control, we seek knowledge-practice that is plausible, strategic, and normative (Forester, 1989). Prudent.
Side 31
... discourse in education: An introduction of critical discourse analysis.” In M. Apple (ed.), Review of Research in Education, 21, 1995–96. Washington, D.C.: American Ed- ucational Research Association, 1995, pp. 3–4. McGuire, C ...
... discourse in education: An introduction of critical discourse analysis.” In M. Apple (ed.), Review of Research in Education, 21, 1995–96. Washington, D.C.: American Ed- ucational Research Association, 1995, pp. 3–4. McGuire, C ...
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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