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The author | |
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Acknowledgements | |
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Introduction | |
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Setting the scene: the emergence of the field of facilitation | |
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Introduction | |
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Fields contributing to the development of facilitation | |
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The concept of facilitation: sources and meaning | |
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Reasons for the rise in facilitation | |
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Conclusion | |
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Development of facilitation in management | |
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Introduction | |
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Historical perspective of facilitation in management | |
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Conclusion | |
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Development of facilitation in education and training | |
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Introduction | |
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Key educational innovators | |
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Training versus facilitating | |
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Conclusion | |
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Development of facilitation in community development | |
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Introduction | |
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The contribution of the Quaker movement to facilitation | |
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The meaning of 'participation' | |
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Facilitation in developing and developed countries | |
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Conclusion | |
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Definitions and metaphors of facilitation | |
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Introduction | |
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Definitions and metaphors used to define facilitation | |
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Conclusion | |
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Models of facilitation | |
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Introduction | |
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Models | |
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Conclusion | |
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Definitions of co-facilitation | |
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Introduction | |
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Definitions of co-facilitation | |
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Requirements for co-facilitation | |
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Choosing co-facilitation | |
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The outcomes of co-facilitation: easier or harder? | |
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Choosing whether and how to co-facilitate | |
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Models of co-facilitation | |
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Stages of the co-facilitation relationship | |
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Ways of working: with the group | |
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Ways of working: together | |
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Managing differences | |
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Conclusion | |
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Basic theories and concepts of group work | |
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Introduction | |
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Contexts and systems | |
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Diversity | |
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Communication: dualistic thinking | |
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Group theory: stages of group development | |
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Individual behaviours and needs | |
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Size of groups | |
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Developing adult learning skills and knowledge | |
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Experiential learning | |
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How do we learn? | |
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Unlearning | |
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Self-development | |
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Conclusion | |
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Facilitating culturally diverse groups | |
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Introduction | |
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What is culture? | |
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Making culture visible | |
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Cultural dimensions | |
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Co-facilitation | |
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Multicultural groups | |
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Conclusion | |
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Facilitation and technology | |
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Introduction | |
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Technology to serve facilitators and groups model | |
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E-moderating learning groups competencies model | |
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Comparison of models | |
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Conclusion | |
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Professionalism and ethics | |
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Introduction | |
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The facilitation movement | |
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Two case studies | |
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Professionalizing facilitation | |
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Education of facilitators | |
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Professional accreditation | |
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What are the future developments for facilitation? | |
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Conclusion | |
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Journals, e-mail discussion groups and Web sites | |
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IAF Statement of Values and Code of Ethics | |
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References | |
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Index | |