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New Update on Adult Learning Theory

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ISBN-10: 0787957739

ISBN-13: 9780787957735

Edition: 2001

Authors: Sharan B. Merriam, Susan Imel, Phillip Owenby, David Stein

List price: $29.00
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A companion work to 1993's popular An Update on Adult Learning Theory, this issue provides the adult learning educator with the latest developments, significant research, and continuing scholarship in andragogy and self-directed learning. Exploring a variety of frameworks, including context-based learning, informal and incidental learning, somatic learning, and narrative learning; the authors analyze recent additions to well-established theories and discuss the potential impact of today's cutting-edge approaches. Revised models of theories introduced in the 1993 edition, such as women's learning and transformational learning, are updated with the results of burgeoning scholarship and…    
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Book details

List price: $29.00
Copyright year: 2001
Publisher: John Wiley & Sons, Incorporated
Publication date: 5/22/2001
Binding: Paperback
Pages: 112
Size: 6.00" wide x 8.75" long x 0.25" tall
Weight: 0.330
Language: English

Sharan B. Merriam is professor of adult education at the University of Georgia.Ralph G. Brockett is professor of adult education at the University of Tennessee, Knoxville.

Editor's Notes
Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory
Andragogy and self-directed learning, two foundational theories of adult learning, continue to guide our understanding of how adults learn
An Update on Transformational Learning
In the 1990s, empirical research on transformational learning has expanded the theory proposed by Freire and Mezirow three decades ago
Informal and Incidental Learning
The vast majority of adult learning is informal and incidental; the authors present their revised model of this type of learning
A New Look at Women's Learning
Myths and stereotypes of women's learning are examined, and a socially-constructed notion of gender is proposed for understanding women's learning
Context-Based Adult Learning
Learning is a tool-dependent, social activity embedded in the context in which it occurs. Situated cognition, cognitive apprenticeship, and communities of practice make up this theoretical perspective
Critical and Postmodern Perspectives on Adult Learning
Critical and postmodern theorists examine how the social construction of knowledge and relationships based on power intersect with learning in adulthood
The Power of Feelings: Emotion, Imagination, and the Construction of Meaning in Adult Learning
Personally significant and meaningful learning is grounded in the adult's emotional, imaginative connection with the self and with the broader social world
The Brain and Consciousness: Sources of Information for Understanding Adult Learning
Principles of learning can be derived from new research on how the brain functions and new understandings of the brain's relationship to mind and consciousness
Off the Beaten Path: Some Creative Approaches to Adult Learning
Two of the newest approaches to adult learning are discussed-learning through our physical body, or what is known as somatic learning, and learning through stories of our experiences, or what is called narrative knowing
Something Old, Something New: Adult Learning Theory for the Twenty-First Century
This concluding chapter summarizes the various perspectives represented by chapters in this volume and finishes with an assessment of adult learning theory today