A companion work to 1993's popular An Update on Adult LearningTheory, this issue provides the adult learning educator with thelatest developments, significant research, and continuingscholarship in andragogy and self-directed learning. Exploring avariety of frameworks, including context-based learning, informaland incidental learning, somatic learning, and narrative learning;the authors analyze recent additions to well-established theoriesand discuss the potential impact of today's cutting-edgeapproaches. Revised models of theories introduced in the 1993edition, such as women's learning and transformational learning, are updated with the results of burgeoning scholarship andempirical data gathered in the 1990s. Articles also introducepioneering developments in adult learning research, including newunderstandings of the brain's relationship to mind andconsciousness and the role of emotions, feelings, and theimagination in the learning process. As an assessment of adultlearning theory today, this volume is an indispensable resource foradult learning educators committed to delivering a more effectivepractice in the classroom, in the workplace, or in thecommunity.
This is the 89th volume of the quarterly journal New Directions forAdult and Continuing Education.
EDITOR'S NOTES (Sharan B. Merriam).
1. Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory (Sharan B. Merriam).
Andragogy and self-directed learning, two foundational theories of adult learning, continue to guide our understanding of how adults learn.
2. An Update on Transformational Learning (Lisa M. Baumgartner).
In the 1990s, empirical research on transformational learning has expanded the theory proposed by Freire and Mezirow three decades ago.
3. Informal and Incidental Learning (Victoria J. Marsick, Karen E. Watkins).
The vast majority of adult learning is informal and incidental; the authors present their revised model of this type of learning.
4. A New Look at Women's Learning (Elisabeth R. Hayes).
Myths and stereotypes of women's learning are examined, and a socially-constructed notion of gender is proposed for understanding women's learning.
5. Context-Based Adult Learning (Catherine A. Hansman).
Learning is a tool-dependent, social activity embedded in the context in which it occurs. Situated cognition, cognitive apprenticeship, and communities of practice make up this theoretical perspective.
6. Critical and Postmodern Perspectives on Adult Learning (Deborah W. Kilgore).
Critical and postmodern theorists examine how the social construction of knowledge and relationships based on power intersect with learning in adulthood.
7. The Power of Feelings: Emotion, Imagination, and the Construction of Meaning in Adult Learning (John M. Dirkx).
Personally significant and meaningful learning is grounded in the adult's emotional, imaginative connection with the self and with the broader social world.
8. The Brain and Consciousness: Sources of Information for Understanding Adult Learning (Lilian H. Hill).
Principles of learning can be derived from new research on how the brain functions and new understandings of the brain's relationship to mind and consciousness.
9. Off the Beaten Path: Some Creative Approaches to Adult Learning (M. Carolyn Clark).
Two of the newest approaches to adult learning are discussed-learning through our physical body, or what is known as somatic learning, and learning through stories of our experiences, or what is called narrative knowing.
10. Something Old, Something New: Adult Learning Theory for the Twenty-First Century (Sharan B. Merriam).
This concluding chapter summarizes the various perspectives represented by chapters in this volume and finishes with an assessment of adult learning theory today.
Series: New Directions for Adult & Continuing Education
Number Of Pages: 112
Published: 8th May 2001
Publisher: JOSSEY BASS
Country of Publication: US
Dimensions (cm): 23.01 x 14.73
Weight (kg): 0.16
Edition Number: 1