Learning in Adulthood - A Comprehensive Guide
von: Sharan B. Merriam, Lisa M. Baumgartner
Jossey-Bass, 2020
ISBN: 9781119490517
Sprache: Englisch
595 Seiten, Download: 4997 KB
Format: PDF, auch als Online-Lesen
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| Cover | 1 | ||
| Title Page | 5 | ||
| Copyright | 6 | ||
| Contents | 7 | ||
| Acknowledgments | 9 | ||
| Preface | 11 | ||
| Overview of the Contents | 13 | ||
| About the Authors | 17 | ||
| Part I Adult Learning in Contemporary Society | 19 | ||
| Chapter 1 The Social Context of Adult Learning | 23 | ||
| Changing Demographics | 25 | ||
| Globalization | 29 | ||
| Technology | 34 | ||
| The Convergence of Demographics, Globalization, and Technology | 39 | ||
| Summary | 43 | ||
| Chapter 2 Adult Learning and Technology | 44 | ||
| History of Distance Education: From Mail to MOOCs | 46 | ||
| Learning Theories for Online Education | 49 | ||
| Blended Learning | 54 | ||
| Best Practices for Online Teaching | 56 | ||
| Challenges in the Online Learning Environment | 58 | ||
| Informal and Nonformal Learning and Technology | 63 | ||
| The Future of Technology in Adult and Higher Education | 66 | ||
| Summary | 68 | ||
| Chapter 3 Learning Environments and Learning Concepts | 70 | ||
| Where Learning Occurs | 72 | ||
| Organizational Learning and the Learning Organization | 87 | ||
| Lifelong Learning and the Learning Society | 93 | ||
| Summary | 98 | ||
| Chapter 4 Adult Learners: Who Participates and Why | 100 | ||
| Who Participates? | 101 | ||
| Why Adults Do or Do Not Participate | 110 | ||
| Problematizing the Concept of Participation | 122 | ||
| Summary | 130 | ||
| Part II Adult Learning Theory | 131 | ||
| Chapter 5 Knowles’s Andragogy and McClusky’s Theory of Margin | 135 | ||
| Andragogy | 136 | ||
| McClusky’s Theory of Margin | 147 | ||
| Summary | 153 | ||
| Chapter 6 Self-Directed Learning | 155 | ||
| Recent Applications | 157 | ||
| Goals of Self-Directed Learning | 158 | ||
| Self-Directed Learning as a Process | 162 | ||
| Self-Direction as a Personal Attribute of Learners | 172 | ||
| Applications of SDL and Building Research and Theory | 178 | ||
| Summary | 182 | ||
| Chapter 7 Transformative Learning | 184 | ||
| Transformative Learning: Many Lenses | 185 | ||
| Mezirow’s Psychocritical Approach | 186 | ||
| Key Concepts in Transformational Learning | 200 | ||
| Tensions and Issues in Transformational Learning Theory | 204 | ||
| Summary | 213 | ||
| Chapter 8 Experience and Learning | 214 | ||
| Learning from Life Experiences | 216 | ||
| Models of Experiential Learning | 217 | ||
| Educators’ Roles and Purposes | 226 | ||
| Instructional Methods Centering on Experience and Reflection | 229 | ||
| Summary | 244 | ||
| Part III Newer Approaches to Adult Learning | 247 | ||
| Chapter 9 Embodied, Spiritual, and Narrative Learning | 251 | ||
| Embodied Learning | 252 | ||
| Spirituality and Learning | 263 | ||
| Narrative Learning | 274 | ||
| Summary | 284 | ||
| Chapter 10 Learning and Knowing: Eastern and Indigenous Perspectives | 286 | ||
| Why Study Other Ways of Learning and Knowing? | 288 | ||
| The Western/Non-Western Dichotomy, Culture, and Indigenous Knowledge | 290 | ||
| An Introduction to Five Eastern or Indigenous Perspectives on Learning | 293 | ||
| Common Themes Across Eastern and Indigenous Perspectives | 304 | ||
| Summary | 306 | ||
| Chapter 11 Critical Theory, Postmodern, and Feminist Perspectives | 308 | ||
| Common Themes | 310 | ||
| Critical Theory and Adult Learning | 323 | ||
| Critical Theory in Action | 325 | ||
| Postmodernism and Adult Learning | 326 | ||
| Feminist Pedagogy and Adult Learning | 328 | ||
| Summary | 333 | ||
| Part IV Learning and Development | 335 | ||
| Chapter 12 Adult Development | 339 | ||
| Four Approaches to Adult Development | 340 | ||
| Biological Development | 340 | ||
| Psychological Development | 346 | ||
| Sociocultural Factors | 351 | ||
| Integrative Perspectives | 359 | ||
| Summary | 362 | ||
| Chapter 13 Cognitive Development in Adulthood | 364 | ||
| Foundational Work on Cognitive Development | 365 | ||
| Linear and Categorical Models of Adult Cognitive Development | 368 | ||
| Dialectical Thinking | 382 | ||
| Wisdom: The Hallmark of Adult Thinking | 385 | ||
| Summary | 391 | ||
| Chapter 14 Intelligence and Aging | 393 | ||
| Approaches to Intelligence | 394 | ||
| Age and Intellectual Abilities | 400 | ||
| Social Conceptualizations of Intelligence | 408 | ||
| Intelligence, Aging, and Adult Learning | 422 | ||
| Summary | 425 | ||
| Chapter 15 Brain, Memory, and Cognition | 427 | ||
| Neurobiology and the Brain | 428 | ||
| Memory | 436 | ||
| Memory and Aging | 440 | ||
| Information Processing | 445 | ||
| Prior Knowledge and Experience | 447 | ||
| Cognitive Style and Learning Style | 449 | ||
| Summary | 455 | ||
| Chapter 16 Reflections on Learning in Adulthood | 457 | ||
| The Learner | 459 | ||
| The Context | 463 | ||
| The Learning Process | 469 | ||
| The Configuration of Learner, Context, and Process | 471 | ||
| Some Concluding Thoughts | 476 | ||
| References | 477 | ||
| Name Index | 559 | ||
| Subject Index | 579 | ||
| EULA | 595 |