Twentieth Century Thinkers In Adult And Continuing Education

An examination of the work of 17 major thinkers in the field of adult and continuing education, showing how each has made a significant contribution to the field. The ideas of each are explored within a similar framework, and their work and its consequences is considered in detail.

First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.

A research-based foundational overview of contemporary adult education Foundations of Adult and Continuing Education distills decades of scholarship in the field to provide students and practitioners with an up-to-date practical resource. Grounded in research and focused on the unique needs of adult learners, this book provides a foundational overview of adult education, and an introduction to the organizations and practices developed to support adult learning in a variety of contexts. The discussion also includes select understandings of international adult education, policy, and methods alongside theoretical frameworks, contemporary and historical contexts, and the guiding principles of adult education today. Coverage of emerging issues includes the aging society, social justice, and more, with expert insight from leading authorities in the field. Many adult educators begin practice through the context of their own experiences in the field. This book provides the broader research, theory, and practice needed for a deeper understanding of adult education and its place in society. Learn the key philosophical and theoretical frameworks of adult education Survey the landscape of the field through contemporary and historical foundations Examine key guiding understandings and practices targeted to adult learners Delve into newer concerns including technology, globalization, and more Foundations of Adult and Continuing Education provides an expertly-led overview of the field, and an essential introduction to real-world practice.

Adult education in the United States has its roots in democracy. The editors and contributors of this volume build on that historical relationship and examine an adult education practice that not only shapes minds, but also seeks to build communities of collaborative action. We explore best practices shared in and informed decision making within different contexts of adult education--in the community, the classroom, and the university--by focusing on various aspects of our work as adult education practitioners. Early in the twentieth century, adult education was often described as a "movement," a spontaneous emergence of study circles, town hall meetings, and learning groups, all engaged in better understanding their world to build a better one democractically. Education in its broadest sense--learning to name the world--was at the center of that movement. At the same time, and at the opposite end of the spectrum, were those who made the leap from lifelong learning to lifelong schooling. Collapse of the almost-movement was inevitable. Educators in the workplace and in formal institutions of learning sought to shape minds, rather than free them. Consequently, adult education grew up alongside a practice that devalued learning for democratic action and stressed adaptation to the workplace, corporate America, and a consumer economy. Perhaps nostalgia is a lingering desire to return to a past that never was, but many adult educators, including the authors represented in this volume, have been attempting to reclaim their birthright--a critical but steadfast commitment to building democracy. This is the 128th volume of the Jossey-Bass higher education quarterly report series New Directions for Adult and Continuing Education. Noted for its depth of coverage, New Directions for Adult and Continuing Education is an indispensable series that explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of adult and continuing education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.

Drawing on the contributions of 75 leading authors in the field, this 2010 Edition of the respected Handbook of Adult and Continuing Education provides adult education scholars, programme administrators, and teachers with a solid foundation for understanding the current guiding beliefs, practices, and tensions faced in the field, as well as a basis for developing and refining their own approaches to their work and scholarship. Offering expanded discussions in the areas of social justice, technology, and the global dimensions of adult and continuing education, the Handbook continues the tradition of previous volumes with discussions of contemporary theories, current forms and contexts of practice, and core processes and functions. Insightful chapters examine adult and continuing education as it relates to gender and sexuality, race, our aging society, class and place, and disability.

First published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

This is the third edition of Peter Jarvis' classic textbook, Adult and Continuing Education, which established itself as the most widely used and respected book about education for adults today. In this new edition, the author has made extensive revisions and included substantial additional material to take account of the many changes that have occurred in the field of adult education. Additional and updated material in this much-anticipated new edition includes: a discussion on both globalisation and Europeanisation, indicating the pressures that have been exerted on the educational system to change a greater emphasis on lifelong education, lifelong learning and society an extended discussion on the theorists of distance education and introductory material on e-learning and on-line learning an updated look at changes in UK policy and European policy documents new material on the relationship between research, learning and the changing approaches to knowledge, with more emphasis placed on action learning and research.