Оглавление
Sharan B. Merriam. Learning in Adulthood
Table of Contents
List of Tables
List of Illustrations
Guide
Pages
Learning in Adulthood. A Comprehensive Guide
Acknowledgments
Preface
Overview of the Contents
About the Authors
Part I Adult Learning in Contemporary Society
Chapter 1 The Social Context of Adult Learning
Changing Demographics
Globalization
Technology
The Convergence of Demographics, Globalization, and Technology
Summary
Chapter 2 Adult Learning and Technology
History of Distance Education: From Mail to MOOCs
Learning Theories for Online Education
Community of Inquiry
Connectivism
Collaborativism or Online Collaborative Learning
Blended Learning
Best Practices for Online Teaching
Challenges in the Online Learning Environment
Digital Divide
Informal and Nonformal Learning and Technology
The Future of Technology in Adult and Higher Education
Summary
Chapter 3 Learning Environments and Learning Concepts
Where Learning Occurs
Formal and Nonformal Settings
Community-Based Learning
Indigenous Learning/Indigenous Knowledge
Informal Learning
Online Learning/eLearning
Organizational Learning and the Learning Organization
Lifelong Learning and the Learning Society
Summary
Chapter 4 Adult Learners: Who Participates and Why
Who Participates?
Johnstone and Rivera's Landmark Study
National Studies of Formal Participation
Nonformal and Informal Participation
Why Adults Do or Do Not Participate
Employment and Life Transitions as Motives
Motivational Orientations of Learners
Barriers to Participation
Adding a Sociological Lens to Explanations of Participation
Problematizing the Concept of Participation
Participation Is a Good Thing
Participation Equals Formal Learning
Learners Are Abstract, Not Socialized, Individuals
There Are Barriers, Not Resistance
Summary
Part II Adult Learning Theory
Chapter 5 Knowles's Andragogy and McClusky's Theory of Margin
Andragogy
Is Andragogy a Theory of Adult Learning?
Is Andragogy Adult Specific?
Issues Related to Andragogy and the Social Context
Research on Andragogy
McClusky's Theory of Margin
Theory of Margin
Summary
Chapter 6 Self-Directed Learning
Recent Applications
Goals of Self-Directed Learning
Self-Directed Learning as a Process
Linear Models
Interactive Models
Spear's Model
Brockett and Hiemstra's Model
Garrison's Model
Other Models
Instructional Models
Self-Direction as a Personal Attribute of Learners
Assessing Self-Directedness
Autonomy and Self-Directedness: Innate or Situational?
Applications of SDL and Building Research and Theory
Summary
Chapter 7 Transformative Learning
Transformative Learning: Many Lenses
Mezirow's Psychocritical Approach
Daloz's Psychodevelopmental Perspective and Boyd's Psychoanalytic Approach
Freire's Social-Emancipatory Philosophy
The Neurological Approach to Transformative Learning
Additional Sociocultural Perspectives: The Cultural-Spiritual, Race-Centric, and Planetary Approaches
Transformative Learning: Common Outcomes
Key Concepts in Transformational Learning
Experience
Critical Reflection
Development
Tensions and Issues in Transformational Learning Theory
Of Boundaries, Fragmentation, and Integration
Issues Regarding Research and Practice
Context
Role of Emotions and Relationships in the Transformative Learning Process
Social Action
Fostering Transformative Learning
Trends in the Transformational Learning Literature
Summary
Chapter 8 Experience and Learning
Learning from Life Experiences
Models of Experiential Learning
Educators' Roles and Purposes
Instructional Methods Centering on Experience and Reflection
Reflective Practice
Reflection-on-Action
Reflection-in-Action
Applying reflective practice
Situated Cognition and Communities of Practice
Cognitive Apprenticeships
Summary
Part III Newer Approaches to Adult Learning
Chapter 9 Embodied, Spiritual, and Narrative Learning
Embodied Learning
Rejection of the Body
Reclaiming the Body in Learning
Spirituality and Learning
Defining Spirituality
Spirituality in Context
Narrative Learning
Learning Through Narrative
Narrative Learning, Adult Development, and Transformational Learning
Summary
Chapter 10 Learning and Knowing: Eastern and Indigenous Perspectives
Why Study Other Ways of Learning and Knowing?
The Western/Non-Western Dichotomy, Culture, and Indigenous Knowledge
An Introduction to Five Eastern or Indigenous Perspectives on Learning
Adult Learning from a Confucian Way of Thinking: Youngwha Kee
The Hindu Perspective: Swathi Nath Thaker
Maori Concepts of Learning and Knowledge: Brian Findsen
Adult Learning from an Islamic Perspective: Mazanah Muhamad and Mazalan Kamis
African Indigenous Education: Gabo Ntseane
Common Themes Across Eastern and Indigenous Perspectives
Summary
Chapter 11 Critical Theory, Postmodern, and Feminist Perspectives
Common Themes
Race, Class, and Gender
Race
Class
Gender
Power and Oppression
Knowledge and Truth
Critical Theory and Adult Learning
Critical Theory in Action
Postmodernism and Adult Learning
Feminist Pedagogy and Adult Learning
Feminist Pedagogy in Action
Summary
Part IV Learning and Development
Chapter 12 Adult Development
Four Approaches to Adult Development
Biological Development
Senses
The Central Nervous System
Psychological Development
Erikson's Psychosocial Development Model
Levinson's Age-Graded Model
Other Models Using the Psychological Paradigm
Sociocultural Factors
Social Roles and the Timing of Life Events
Socially Constructed Notions of Race, Ethnicity, and Sexual Orientation
Integrative Perspectives
Summary
Chapter 13 Cognitive Development in Adulthood
Foundational Work on Cognitive Development
Linear and Categorical Models of Adult Cognitive Development
Perry's Developmental Scheme
ZCDI Based on Perry’s Four Stages
Women's Ways of Knowing
Epistemological Reflection Model
The Reflective Judgment Model
The Importance of Context
Dialectical Thinking
Wisdom: The Hallmark of Adult Thinking
Wisdom Models
Measures of Wisdom
Wisdom and Aging
Wisdom and Teaching/Learning
Culture and Wisdom
Summary
Chapter 14 Intelligence and Aging
Approaches to Intelligence
The Physiological Approach
The Psychometric Approach
Age and Intellectual Abilities
Concept of Intelligence
Parameters of Aging
Research Designs and Measures
Social Conceptualizations of Intelligence
Gardner's Theory of Multiple Intelligences (MI)
Triarchic Theory and Successful Intelligence
Emotional Intelligence
Cultural Intelligence
The Contextual Perspective of Intelligence
Intelligence, Aging, and Adult Learning
Summary
Chapter 15 Brain, Memory, and Cognition
Neurobiology and the Brain
Differing Views of the Brain
The Structures and Functions of the Brain
The Brain and Learning in Adulthood
Memory
Memory and Aging
Sensory and Working Memory
Long-Term Memory
Memory in Context
Information Processing
Prior Knowledge and Experience
Cognitive Style and Learning Style
Summary
Chapter 16 Reflections on Learning in Adulthood
The Learner
The Context
The Learning Process
The Configuration of Learner, Context, and Process
Some Concluding Thoughts
References
Name Index
Subject Index
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