scholarly journals Reflexivity and Critical Pedagogy: International Issues in Adult Education, volume: 27

2020 ◽  
Vol 1 (1) ◽  
pp. 115
Author(s):  
Katherine Daley-Bailey
Keyword(s):  
Adult Education ◽  
Critical Pedagogy ◽  
International Issues

None

Models of Lifelong Learning

2020 ◽  
Author(s):  
Ted Fleming
Keyword(s):  
Adult Education ◽  
Critical Pedagogy ◽  
Transformative Learning ◽  
Lifelong Learning ◽  
Learning Theories ◽  
Self Directed Learning ◽  
Functional Models ◽  
Directed Learning ◽  
Critical Interpretation ◽  
Ordinary Conversation

Lifelong learning is a familiar concept in ordinary conversation and in public policy discourses. Though the history and various meanings of lifelong learning are noble, it has in more recent times been identified with functional interests, economic goals, and one-dimensional interpretations. This chapter identifies the genesis and grounding of lifelong learning in psychology and adult education, disciplines that establish the foundations for our understanding of learning. Classical and current learning theories are outlined, including behaviorism, cognitivism, and constructivism from psychology. Adult education learning theory contributes andragogy, self-directed learning, experiential learning, multiple intelligences, and transformative learning. Insights from critical pedagogy are added in order to suggest models of lifelong learning that transcend functional models. This more critical interpretation contributes to a better understanding of lifelong learning that has an interest in enhancing communities and society and promoting the democratic and emancipatory goals of education.

Karl Marx and the Paris Commune of 1871

2014 ◽  
Vol 5 (2) ◽  
pp. 1-14
Author(s):  
Robert McGray
Keyword(s):  
Civil War ◽  
Adult Education ◽  
Critical Pedagogy ◽  
Karl Marx ◽  
Historical Event ◽  
Local Form ◽  
Paris Commune ◽  
The Face ◽  
Learning As A Process ◽  
Commune Of 1871

In 1871, citizens of the war torn arrondissements of Paris, in the face of traumatic political and military turmoil, established a new local form of government. The Paris Commune, as this government became known as in the English world, attracted attention for its alternative political-economic organization. One notable commentator was Karl Marx who, while living in England at the time, commentated on the Commune as a test of the bourgeoning field of critical theory. This paper traces Marx's work on the Commune, specifically in The Civil War in France, to examine how his work on this historical event underpins crucial concepts for critical pedagogy in contemporary adult education. While the trajectory between Marx's writings on the Commune and critical adult education is underrepresented and often unacknowledged, I argue that there is an important connection: The Civil War in France revises Marx's theory of dialectics in such a way that it allows us to understand informal learning as a process for possible critique.

Participatory Learning in Formal Adult Education Contexts

2012 ◽  
Vol 3 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Ilhan Kucukaydin ◽  
Patricia Cranton
Keyword(s):  
Teacher Education ◽  
Adult Education ◽  
Critical Pedagogy ◽  
Power Relations ◽  
Training And Development ◽  
Theory And Practice ◽  
Adult Educators ◽  
Participatory Learning ◽  
Education Theory ◽  
Education Psychology

Formal courses in adult education are most often housed within schools or faculties that include other disciplines such as teacher education, psychology, or training and development. Adult educators teaching these courses may feel obligated to follow the procedures and practices of the institution as well as of the programs with which they are associated. This creates a set of paradoxes and conflicts that are rarely addressed. Adult educators working in formal contexts teach about critical pedagogy and democratic practices without engaging in those practices themselves. This article advocates a participatory learning model based on the historical foundations of adult education theory and practice. The authors explore teaching as a subversive activity, hegemony, critical pedagogy, and power relations. The authors then discuss implications for practice in formal contexts.

Participatory Learning in Formal Adult Education Contexts

2014 ◽  
pp. 1865-1877
Author(s):  
Ilhan Kucukaydin ◽  
Patricia Cranton
Keyword(s):  
Teacher Education ◽  
Adult Education ◽  
Critical Pedagogy ◽  
Power Relations ◽  
Training And Development ◽  
Theory And Practice ◽  
Adult Educators ◽  
Participatory Learning ◽  
Education Theory ◽  
Education Psychology

Formal courses in adult education are most often housed within schools or faculties that include other disciplines such as teacher education, psychology, or training and development. Adult educators teaching these courses may feel obligated to follow the procedures and practices of the institution as well as of the programs with which they are associated. This creates a set of paradoxes and conflicts that are rarely addressed. Adult educators working in formal contexts teach about critical pedagogy and democratic practices without engaging in those practices themselves. This article advocates a participatory learning model based on the historical foundations of adult education theory and practice. The authors explore teaching as a subversive activity, hegemony, critical pedagogy, and power relations. The authors then discuss implications for practice in formal contexts.

scholarly journals Being Young, Being NEET - A Pedagogical reflexion about Young Adult’s condition in Italy

2017 ◽  
Vol 11 (2) ◽  
pp. 238
Author(s):  
Roberta Sciannamea
Keyword(s):  
Young Adults ◽  
Adult Education ◽  
Young People ◽  
Critical Pedagogy ◽  
Social Service ◽  
Personal Growth ◽  
International Research ◽  
Life Histories ◽  
Sociology Of Education ◽  
The World

The paper takes in consideration major international research in the field of adult education, critical pedagogy and sociology of education and work, trying to explore the category of “NEET” (Young people Not in Education, Employment or Training) and some of the basic but critical questions that revolve around it. Who are those people? What are their needs and aspirations? What kind of vision do they have about their future? How are these visions affected by “the discourses we live by”? What can pedagogy and education do to help them redefining their life? Questions then becomes practical: what can services do to identify “NEETs” and give them specific forms of aid that can help them in redefine their missed lives? In order to answer these questions, the paper illustrates as an example a social dreaming session that had been carried out inside a Social service with the aim to find successful measures to help those young adults to redesign their reality and approach differently with the world of work. The paper concludes by presenting social dreaming as a possible solution of integration and auto-formation and emphasizes that keeping the attention on people’s life histories and desires can be the key to engage young adults and find a way to support them in their personal growth.

Understanding functional illiteracy from a policy, adult education, and cognition point of view: Towards a joint referent framework

2019 ◽  
Vol 30 (2) ◽  
pp. 109-122
Author(s):  
Aleksandar Bulajić ◽  
Miomir Despotović ◽  
Thomas Lachmann
Keyword(s):  
Adult Education ◽  
Operational Definition ◽  
Literacy Skills ◽  
Point Of View ◽  
Industrialized Countries ◽  
Functional Illiteracy ◽  
Scale Levels ◽  
Components Of Reading ◽  
The One ◽  
Definition Of

Abstract. The article discusses the emergence of a functional literacy construct and the rediscovery of illiteracy in industrialized countries during the second half of the 20th century. It offers a short explanation of how the construct evolved over time. In addition, it explores how functional (il)literacy is conceived differently by research discourses of cognitive and neural studies, on the one hand, and by prescriptive and normative international policy documents and adult education, on the other hand. Furthermore, it analyses how literacy skills surveys such as the Level One Study (leo.) or the PIAAC may help to bridge the gap between cognitive and more practical and educational approaches to literacy, the goal being to place the functional illiteracy (FI) construct within its existing scale levels. It also sheds more light on the way in which FI can be perceived in terms of different cognitive processes and underlying components of reading. By building on the previous work of other authors and previous definitions, the article brings together different views of FI and offers a perspective for a needed operational definition of the concept, which would be an appropriate reference point for future educational, political, and scientific utilization.

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