Handbook of Adult and Continuing EducationArthur L. Wilson, Elisabeth Hayes John Wiley & Sons, 27. tra 2009. - Broj stranica: 768 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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Rezultati 1 - 5 od 83.
Stranica 5
... interactions and endeavors (see, for example, Bernstein, 1976, 1983; Bhaskar, 1978; Habermas, 1971, 1973; Isaac, 1987; Kuhn, 1962; Winch, 1958). We therefore believe that this Handbook of Adult and Continuing Education provides an ...
... interactions and endeavors (see, for example, Bernstein, 1976, 1983; Bhaskar, 1978; Habermas, 1971, 1973; Isaac, 1987; Kuhn, 1962; Winch, 1958). We therefore believe that this Handbook of Adult and Continuing Education provides an ...
Stranica 12
... interaction (Habermas, 1973). But such a book might have been written ten years ago, given the great changes in our understanding of the relationship between knowledge and practice. Yet it was not because of the dominance of our ...
... interaction (Habermas, 1973). But such a book might have been written ten years ago, given the great changes in our understanding of the relationship between knowledge and practice. Yet it was not because of the dominance of our ...
Stranica 17
... interaction that depends significantly upon its practition- ers' assumptions, values, and experiences to shape practical actions, actions themselves that are profoundly affected by the larger socio-cultural-economic-political conditions ...
... interaction that depends significantly upon its practition- ers' assumptions, values, and experiences to shape practical actions, actions themselves that are profoundly affected by the larger socio-cultural-economic-political conditions ...
Stranica 22
... interaction; they are constantly changing, being interpreted by their participants. Social scientific theory can never get away from the flesh-and-blood reality of social practice and historical process . . . what we are studying is ...
... interaction; they are constantly changing, being interpreted by their participants. Social scientific theory can never get away from the flesh-and-blood reality of social practice and historical process . . . what we are studying is ...
Stranica 39
... interactions. The second is to analyze our own practices to reveal the hegemonic assumptions embedded within them. Critical Reflection as the Illumination of Power Critical reflection on practice focuses first on the uncovering of ...
... interactions. The second is to analyze our own practices to reveal the hegemonic assumptions embedded within them. Critical Reflection as the Illumination of Power Critical reflection on practice focuses first on the uncovering of ...
Sadržaj
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 Pregled nije dostupan - 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