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| The authors | |
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| Preface to the first edition | |
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| Preface to the second edition | |
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| The emergence of lifelong learning | |
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| From childhood to adult to lifelong | |
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| From the few to the many | |
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| From learning as process to learning as an institutional phenomenon | |
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| From education and training to learning | |
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| From teacher-centred to student-centred education | |
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| Liberal to vocational and human resource development | |
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| From theoretical to practical | |
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| From single discipline to multidisciplinary to integrated knowledge | |
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| From knowledge as truth to knowledge as relative/information/narrative/discourse | |
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| From rote learning to learning as reflection | |
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| From welfare needs to market demands (wants) | |
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| From classical curriculum to romantic curriculum to programme | |
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| From face-to-face to distance e-learning | |
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| Conclusion | |
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| The social background of lifelong learning | |
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| The focus on change | |
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| Characteristics of modern societies | |
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| Education and modern society | |
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| The forces of change | |
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| Learning and the postmodern condition | |
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| Behaviourist approaches to learning | |
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| The problem of definition | |
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| Behavioural theorists | |
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| Conditioning | |
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| Teaching and learning | |
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| Conclusion | |
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| Cognitivist theories | |
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| Jean Piaget | |
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| Lev Vygotsky | |
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| Jack Mezirow | |
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| Conclusion | |
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| Social learning | |
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| Learning, culture and social roles | |
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| Mead and the social construction of self | |
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| Bandura and social learning theory | |
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| Collective learning | |
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| Conclusion | |
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| Experiential learning | |
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| The nature of experience | |
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| The nature of experiential learning | |
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| Reflections of experiential learning | |
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| Conclusion | |
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| Types of learning | |
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| Authors and their terminology | |
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| A process of synthesis | |
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| Conclusion | |
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| Culture and learning | |
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| Introduction | |
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| How do women learn? | |
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| Women's identity and morality: the work of Carol Gilligan | |
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| Women's ways of knowing | |
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| Do Chinese learners learn differently? | |
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| Conclusion | |
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| Self-directed learning | |
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| Cyril Houle | |
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| Allen Tough | |
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| Malcolm Knowles | |
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| Stephen Brookfield | |
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| From theory to practice | |
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| Self-directed learning and public policy | |
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| Conclusion | |
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| Contracts and learning | |
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| The search for predictability | |
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| Contracts and markets | |
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| Learning contracts: self-direction and personal autonomy | |
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| Contracts and competence | |
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| The 'contracting society' | |
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| Learning contracts and modular learning | |
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| The language of contracts | |
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| Contracts and freedom | |
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| Open and distance learning | |
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| Traditional education and closed institutions | |
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| Defining open learning | |
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| Open learning and distance education | |
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| Theories of distance education | |
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| From theory to practice | |
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| Conclusion | |
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| Work-based and problem-based learning | |
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| Learning at work | |
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| A brief history of learning at work | |
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| Training and the changing workplace | |
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| Developing 'human resources' | |
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| The learning organization | |
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| The historical evolution of the learning organization | |
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| Defining the learning organization | |
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| Landmark contributors | |
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| Applications | |
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| A critical perspective | |
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| Conclusion | |
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| Assessing learning | |
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| The traditional approach to assessment | |
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| Contemporary issues in assessment | |
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| References | |
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| Further reading | |
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| Index | |