An ecological perspective on adult learning. Hill LH, Clover DE, eds. Environmental Adult Education: Ecological Learning, Theory, and Practice for Socioenvironmental Change. New Directions for Adult and Continuing Education, No. 99 (Fall). San Francisco: Jossey-Bass, 2003

2004 ◽  
Vol 24 (2) ◽  
pp. 126-127 ◽  
Author(s):  
John M. Dirkx
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Continuing Education ◽  
San Francisco ◽  
Learning Theory ◽  
Theory And Practice ◽  
Ecological Perspective ◽  
Adult And Continuing Education ◽  
New Directions ◽  
Adult And Continuing

Transformative Learning

2011 ◽  
pp. 913-917
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Transformative Learning ◽  
Continuing Education ◽  
Columbia University ◽  
Emeritus Professor ◽  
Adult And Continuing Education ◽  
Teachers College ◽  
Jack Mezirow ◽  
Adult And Continuing

Mention of transformative learning immediately reminds scholars and learners of its chief proponent, Jack Mezirow, who is Emeritus Professor of Adult and Continuing Education, Teachers College, Columbia University, Former Chairman, Department of Higher and Adult Education, and Director for Adult Education. It was Mezirow who popularized the theory of transformative learning in the early 1980s. Mezirow’s theory is such that individuals’ meaning perspectives are transformed through a process of construing and appropriating new or revised interpretations of the meaning of an experience as a guide to awareness, feeling, and action (Jarvis, 2002, p. 188). Later, scholars such as Cranton and King, expanded this theory of transformative learning by publishing two more books in this area. Cranton (1994) published a book titled Understanding and Promoting Transformative Learning. King (2005) published another titled Bringing Transformative Learning to Life. Both books, including Mezirow’s original books, have greatly enhanced the theory in the field of adult learning.

Evolution of Adult Education

2009 ◽  
pp. 791-804 ◽  
Author(s):  
Vivian W. Mott
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Continuing Education ◽  
Career And Technical Education ◽  
Technical Education ◽  
Adult And Continuing Education ◽  
Career And Technical ◽  
E Learning ◽  
The Impact ◽  
Adult And Continuing

This chapter explores first the evolution of adult learning primarily in a Western context and particularly in terms of career and technical education. The discussion includes not only lifelong and self-directedlearning, but also the various contexts and venues in which career and technical education occurs. The chapter concludes with both the challenge and promise of e-learning in the field of adult and continuing education, asking what the impact of e-learning specifically may be for learners, stake-holders, instructors, and the field itself.

scholarly journals Tutkimuksen keskiössä oppiva aikuinen

1996 ◽  
Vol 16 (2) ◽  
pp. 138-140
Author(s):  
Sanna Vehviläinen
Keyword(s):  
Education Research ◽  
Adult Learning ◽  
Continuing Education ◽  
Cultural Context ◽  
Adult And Continuing Education ◽  
Adult And Continuing

Adult learning in a cultural context. Adult and continuing education research in Finland, toim. Antti Kauppi, Seppo Kontiainen, Kari E. Nurmi, Jukka Tuomisto ja Tapio Vaherva, Helsinki (1995)

scholarly journals Comparative adult and continuing education: A guiding essay

2020 ◽  
pp. 17-30
Author(s):  
Regina Egetenmeyer
Keyword(s):  
Comparative Analysis ◽  
Adult Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Comparative Studies ◽  
Research Question ◽  
Reference Points ◽  
Adult And Continuing Education ◽  
Research Fields ◽  
Adult And Continuing

This paper provides a guide for developing a research design for comparative studies in adult and continuing education. To that end, a research methodology will be presented that was developed at the COMPALL and INTALL Winter Schools on Comparative Studies in Adult Education and Lifelong Learning. Central elements for systematic comparisons in adult and continuing education are (1) the object of comparison, (2) research fields for comparison, and (3) inductive comparative categories. These elements form the reference points for the development of a comparative research question in adult and continuing education. The comparative analysis proposes a three-step approach from juxtaposition to interpretation: step 1 – descriptive juxtaposition; step 2 – analytical juxtaposition; and step 3 – analytical interpretation.

scholarly journals Review: Outside the Classroom: Researching literacy with adult learners

1970 ◽  
Vol 15 (2) ◽  
pp. 73-74
Author(s):  
Andrew Chodkiewicz
Keyword(s):  
Adult Learners ◽  
Continuing Education ◽  
Theory And Practice ◽  
Important Task ◽  
Adult And Continuing Education ◽  
The Uk ◽  
Adult And Continuing ◽  
Practice Of Teaching

BY ELLAYNE FOWLER AND JANE MACE (EDITORS)National Institute for Adult and Continuing Education (NIACE) 2005, 21 De Montfort Street, Leicester, ISBN: 1 86201 223 7, 142 pages.  http://www.niace.org.uk Outside the classroom: researching literacy with adult learners is another of those interesting publications from the National Institute for Adult and Continuing Education (NIACE) in the UK that take on the important task of linking the theory and practice of teaching and researching literacy with adult learners. 

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