scholarly journals Neuroplasticity

2021 ◽  
Vol 69 (6. ksz.) ◽  
pp. 124-127
Author(s):  
Viktor Németh
Keyword(s):  
Adult Education ◽  
Everyday Life ◽  
Lifelong Learning ◽  
Subject Matter ◽  
Mental Training ◽  
Practical Application ◽  
Background Material ◽  
Essential Knowledge ◽  
Specialized Subject ◽  
Coherent Picture

As editor Bruce Tidor sets it in the preface of the book, published in the volume of the MIT Essential Knowledge series: ‘Synthesizing specialized subject matter for non-specialists and engaging critical topics through fundamentals, each of these compact volumes offers readers a point of access to complex ideas.’ (Costandi, 2016). In this book of the series Moheb Costandi provides the reader with a celar and coherent picture about neuroplasticity and neurogenesis . Not just at the level of theories and research results, but also regarding various stages of practical application. It is equally applicable for average people in areas of everyday life- adult education, lifelong learning, and mental training, too. Costandi’s book is decidedly good background material for Anders Hansen’s practical book ‘The Real Happy Pill: Power Up Your Brain by Moving Your Body’ (Németh, 2020).

Applying Andragogical Concepts in Creating a Sustainable Lifelong Learning Society

2017 ◽  
Vol 8 (4) ◽  
pp. 38-51
Author(s):  
Suwithida Charungkaittikul ◽  
John A. Henschke
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Academic Discipline ◽  
Lessons Learned ◽  
Practical Application ◽  
Learning Society ◽  
Facilitating Factors ◽  
The World ◽  
The Future

Today, the world is changing, re-establishing the role of education to have a developed society. This article aims to explore the practical application of Andragogy as a key element for creating a sustainable lifelong learning society, to propose strategies for developing a lifelong learning society using andragogical concepts, to enhance ‘andragogy' as a scientific academic discipline and to expand on the horizon of andragogical assumptions and processes put forth by Malcolm Knowles. The literature on andragogy demonstrates the need to consider the future of andragogy, which may strengthen the theory and allow for the assumptions and processes to further guide this aspect of adult education. While the journey towards a lifelong learning society will continue to evolve, the lessons learned may help to identify key facilitating factors as well as pitfalls to be avoided in formulating more comprehensive lifelong learning society development strategies in the future.

scholarly journals The Effects of 10-hr Construction Outreach Training: Knowledge Retention and Practical Application

2015 ◽  
Vol 1 (1) ◽  
pp. 15
Author(s):  
Koshy Koshy ◽  
Mitchel A. Rosen ◽  
Michael Presutti ◽  
Mehul A. Patel
Keyword(s):  
Subject Matter ◽  
Knowledge Retention ◽  
Subject Matter Knowledge ◽  
Practical Application ◽  
Specific Training ◽  
Safety And Health ◽  
Subject Areas ◽  
Effectiveness And Efficiency ◽  
Training Institute

<p>Many states and municipalities today require the completion of <em>10-hr Construction Outreach Training</em> as a prerequisite for entrance into jobsites. Over 500,000 workers received the OSHA Construction Outreach Training in FY 2013. Rutgers OSHA Training Institute Education Center (OTIEC) recruited a cohort of Construction Outreach Trainers to administer a survey to their students to identify their motivations for attending the trainings, the knowledge gained in certain subject areas and how the students expected to practically apply the knowledge gained in the training to actual worksites. A majority of the over 600 students participating in the study demonstrated a significant depth in subject matter knowledge and practical ability to connect hazard controls to effectively mitigate risks. Students were able to identify deficiencies at their workplaces regarding the lack of hazard-specific training and various administrative controls. This study also identified several issues concerning the length of time trainers currently allocate for the safety and health topics and some strategies to realign these durations to maximize the effectiveness and efficiency of various trainings.</p>

scholarly journals Tasks and Social Functions of Adult Educationin the Perspective of Learning in Adulthood

2019 ◽  
pp. 117-132
Author(s):  
Zofia Szarota
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Social Functions ◽  
The Subject ◽  
Content Range

The subject of the study are contemporary social functions of adult education included in the context of lifelong learning. I presented their determinants and consequences. These functions are significantly different from those set out by historical socio-economic and cultural circumstances. I present a proposition of a proprietary view of the typology and content range of these functions.

scholarly journals A felnőttnevelési szakemberek formális kiképzési útjai Magyarországon

2020 ◽  
Vol 7 (4) ◽  
Author(s):  
Viktória Beszédes
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Lifelong Learning ◽  
European Commission ◽  
Empirical Research ◽  
International Research ◽  
Professional Training ◽  
Education Professionals ◽  
European Area ◽  
Education Professional

A felnőttnevelési szakemberek szakmai fejlesztésének kérdésköre a 2000-es évek után nyert létjogosultságot Európa-szerte, amelyhez hozzájárult a Making a European Area of Lifelong Learning a Reality dokumentum megjelenése (European Commission, 2001). A tanulmány érzékelteti, hogy a felnőttnevelési szakemberképzés témaköre egyre nagyobb teret nyer a nemzetközi kutatási szférában, a nemzeti szakmai tanulmányok áttekintésének eredménye alapján arra következtet, hogy Magyarországon továbbra is csekély mértékben valósulnak meg elméleti és főként empirikus vizsgálatok a felnőttnevelési szakemberek professzionalizációjának kérdéskörében. The issue of professional development for adult education professionals gained legitimacy across Europe after the 2000s, helped by the publication of the document Making a European Area of Lifelong Learning a Reality (European Commission, 2001).The study shows that the topic of adult education professional training is gaining more and more ground in the international research sphere, with an overview of national professional studies.Based on the results of its work, it concludes that in Hungary, there is still a small amount of theoretical and mainly empirical research on the issue of professionalisation of adult education professionals.

scholarly journals Museums and lifelong learning: The adult dimension

1970 ◽  
pp. 79
Author(s):  
Alan Chadwick
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Final Report ◽  
Education Committee ◽  
Two Sectors

It is worth reminding ourselves that the notion of museums and adult education bodies co-operating together is not unfamiliar. Indeed, the two major Adult Education Reports this century, the Adult Education Committee Final Report (1919) and Adult Education: a plan for development (1973), both considered the roles of museums and adult education providers. In the museums sector, the Report by Sir Henry Miers of 1928 and Sir Frank Markham's Report of 1938 also linked the two roles together, although in the case of the former Report the lack of co-operation between the two sectors was noted. 

scholarly journals Empathy in Adult Education

2015 ◽  
Vol 21 (3) ◽  
pp. 65-73
Author(s):  
Natalija Vrečer
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Learning Process ◽  
Interpersonal Relations ◽  
Educational Process ◽  
Intercultural Dialogue ◽  
Adult Educators ◽  
Human Relations ◽  
Full Extent ◽  
Intercultural Competencies

Empathy is an important part of emotional intelligence and the latter is crucial for human relations, whether they be interpersonal relations, relations among people at work, or in a wider community. Therefore, empathy is important for adult education, for guidance counsellors, and for other adult educators. Adult educators must be empathic in order to understand the perspectives and needs of the participants in the educational process and empathy is a precondition for understanding. The development of empathy as a competence is a lifelong learning process. Namely, despite some biological predispositions for empathy, the latter can be learnt. It is the contention of the article that empathy is one of the most important intercultural competencies, because if a person is not empathic, other intercultural competencies vary rarely cannot develop to their full extent. Thus empathy is a precondition for successful intercultural dialogue.

scholarly journals The Methodological Underdog: A Review of Quantitative Research in the Key Adult Education Journals

2017 ◽  
Vol 68 (1) ◽  
pp. 63-79 ◽  
Author(s):  
Ellen Boeren
Keyword(s):  
Data Mining ◽  
Qualitative Research ◽  
Education Research ◽  
Adult Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Quantitative Research ◽  
Critical Discussion ◽  
Journal Articles ◽  
Quantitative And Qualitative Research

An examination of articles published in leading adult education journals demonstrates that qualitative research dominates. To better understand this situation, a review of journal articles reporting on quantitative research has been undertaken by the author of this article. Differences in methodological strengths and weaknesses between quantitative and qualitative research are discussed, followed by a data mining exercise on 1,089 journal articles published in Adult Education Quarterly, Studies in Continuing Education, and International Journal of Lifelong Learning. A categorization of quantitative adult education research is presented, as well as a critical discussion on why quantitative adult education does not seem to be widespread in the key adult education journals.

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