Efnisyfirlit

• Front Matter
  • PREFACE
    • Purpose and Audience
    • Overview of Contents
    • Acknowledgments
  • THE AUTHORS
• CHAPTER ONE ADULT LEARNING IN TODAY'S WORLD
  • The Social Context of Adult Learning
    • Globalization
    • The Knowledge Society
    • Technology
    • Changing Demographics
      • TABLE 1.1 IF THE WORLD CONSISTED OF 100 PEOPLE
      • TABLE 1.2 PERCENTAGE OF POPULATION AGED 60 AND OLDER
      • TABLE 1.3 THE TOP 10 COUNTRIES WITH THE HIGHEST PERCENTAGES OF 60+ POPULATIONS IN 2011 AND 2050
  • The Adult Learner and Learning in Adulthood
    • The Adult Learner
    • Participation in Adult Learning Activities
      • TABLE 1.4 COUNTRY GROUPINGS BY PARTICIPATION IN ORGANIZED FORMS OF ADULT EDUCATION IN THE PREVIOUS YEAR, POPULATION AGED 16–65
  • Settings Where Learning Occurs
  • Chapter Summary
  • Linking Theory and Practice: Activities and Resources
  • Chapter Highlights
• CHAPTER TWO TRADITIONAL LEARNING THEORIES
  • What Is Learning?
  • Learning Theories
    • Behaviorism—Learning Is a Change in Behavior
    • Humanism—Learning Is About the Development of the Person
    • Cognitivism—Learning Is a Mental Process
    • Social Cognitive Theory—Learning Is Social and Context Bound
    • Constructivism—Learning Is Creating Meaning from Experience
  • Chapter Summary
  • Linking Theory and Practice: Activities and Resources
    • EXHIBIT 2.1 RELATIONSHIPS OF DIMENSIONS OF TEACHING AND ORIENTATION TO LEARNING
  • Chapter Highlights
• CHAPTER THREE ANDRAGOGY: THE ART AND SCIENCE OF HELPING ADULTS LEARN
  • Before Andragogy
  • Assumptions About Adult Learners
    • The Learner's Self-Concept
    • Experience
    • Readiness to Learn
    • Problem-Centered Orientation
    • Internal Motivation
    • The Need to Know
  • Andragogy Today
  • Chapter Summary
  • Linking Theory and Practice: Activities and Resources
  • Chapter Highlights
• CHAPTER FOUR SELF-DIRECTED LEARNING
  • The Nature of Self-Directed Learning
    • Defining SDL
    • Goals of SDL
    • Myths of SDL
  • The Process of Self-Directed Learning
    • SDL as a Personal Attribute
      • TABLE 4.1 GROW'S SELF-DIRECTED LEARNING STAGES
  • Self-Directed Learning in Various Contexts
  • Assessing Self-Directed Learning
    • TABLE 4.2 COSTA AND KALLICK'S CRITERIA FOR SELF-DIRECTED LEARNER ASSESSMENT
  • Critiques of Self-Directed Learning
  • Chapter Summary
  • Linking Theory and Practice: Activities and Resources
  • Chapter Highlights
    • EXHIBIT 4.1 INDEPENDENT STUDY LEARNING CONTRACT
      • General Information
      • Contract
• CHAPTER FIVE TRANSFORMATIVE LEARNING
  • What Is Transformative Learning?
    • The Cognitive Perspective
    • Beyond Rational
    • Social Change
  • Sites of Transformative Learning
    • Individual
    • Classroom and Online
    • Workplace
    • Community
  • Promoting and Evaluating Transformative Learning
  • Concluding Thoughts, Unresolved Issues
  • Chapter Summary
  • Linking Theory and Practice: Activities and Resources
  • Chapter Highlights
• CHAPTER SIX EXPERIENCE AND LEARNING
  • On the Relationship Between Experience and Learning
  • Models of Experiential Learning
    • Kolb's Experiential Learning Cycle
      • FIGURE 6.1 THE EXPERIENTIAL LEARNING CYCLE AND BASIC LEARNING STYLES (KOLB, 1984)
    • Three Models from Adult Educators
  • Reflective Practice and Situated Cognition
    • Reflective Practice
    • Situated Cognition
    • Communities of Practice
  • Chapter Summary
  • Linking Theory and Practice: Activities and Resources
    • FIGURE 6.2 TEACHING AROUND THE CIRCLE
  • Chapter Highlights
• CHAPTER SEVEN BODY AND SPIRIT IN LEARNING
  • Embodied Learning
    • What Is Embodied Learning?
    • Embodied Learning in Practice
  • The Spirit in Learning
    • Spirituality and Learning
    • Spirituality in Adult Education
  • Chapter Summary
  • Linking Theory and Practice: Activities and Resources
  • Chapter Highlights
• CHAPTER EIGHT MOTIVATION AND LEARNING
  • Motivation Defined
  • Motivation Theory
    • TABLE 8.1 CLASSICAL MOTIVATION THEORIES
  • Motivation in Adult Education
    • TABLE 8.2 COMPARISON OF BOSHIER'S ADULT LEARNING MOTIVATIONAL FACTORS WITH CLASSICAL MOTIVATION THEORY
    • McClusky's Theory of Margin
      • TABLE 8.3 LOAD AND POWER
    • Wlodkowski's Integrated Levels of Adult Motivation
      • TABLE 8.4 INSTRUCTIONAL ACTIVITIES: WLODKOWSKI'S SUMMARY OF MOTIVATIONAL STRATEGIES
  • Chapter Summary
  • Linking Theory and Practice: Activities and Resources
  • Chapter Highlights
• CHAPTER NINE THE BRAIN AND COGNITIVE FUNCTIONING
  • Brain Basics
    • FIGURE 9.1 THE TRIUNE BRAIN
    • FIGURE 9.2 THE HEMISPHERIC BRAIN
  • Memory
  • Intelligence
    • Fluid and Crystallized Intelligence
      • FIGURE 9.3 FLUID AND CRYSTALLIZED INTELLIGENCE
    • Gardner's Multiple Intelligences (MI)
    • Sternberg's Triarchic Theory of Intelligence
    • Goleman's Emotional Intelligence
  • Cognitive Development and Wisdom
  • Chapter Summary
  • Linking Theory and Practice: Activities and Resources
  • Chapter Highlights
• CHAPTER TEN ADULT LEARNING IN THE DIGITAL AGE
  • The Technology Context
    • The Connected Adult Learner
    • Demand for eLearning
    • The Digital Divide
  • Adult Learners in the Digital Age
    • Adult Learners Online
      • Higher Education.
      • Social Networking.
      • Online Learning Opportunities.
    • Effectiveness of Online Learning
    • Navigating the Negative Aspects and Challenges of the Technology Context
  • The Teaching-Learning Context of the Digital Age
    • Helping Learners Become Savvy Consumers of Online Learning
      • Applying Evaluative Criteria to Websites.
      • Finding Reputable Information.
    • How Technology Is Changing and Challenging Our Roles as Educators
  • Chapter Summary
  • Linking Theory and Practice: Activities and Resources
  • Chapter Highlights
• CHAPTER ELEVEN CRITICAL THINKING AND CRITICAL PERSPECTIVES
  • Being Critical
  • Critical Theory
    • TABLE 11.1 ASPECTS OF BEING CRITICAL
  • Critical Perspectives
    • Postmodernism
    • Feminist Pedagogy
    • Critical Race Theory (CRT)
    • Queer Studies
    • Multiculturalism
    • Critical Management Studies (CMS)
    • Critical Human Resource Development (CHRD)
  • Critical Thinking
    • Defining Critical Thinking
    • Reflecting on Assumptions and Beliefs
    • Critiquing Thought and Action
    • Connecting Individual Experience to Broader Social Conditions
  • Critical Action—Mindful and Timely Intervention
  • Creating a Critical Classroom
    • Introducing Critical Theory
      • TABLE 11.2 ACTIVITIES FOR CREATING A CRITICAL CLASSROOM
    • Facilitating Critical Thinking
      • Fostering Critical Reflection.
      • Building a Learning Community.
      • Practicing Dialogical Conversation.
    • Taking Critical Action
  • Chapter Summary
  • Linking Theory and Practice: Activities and Resources
  • Chapter Highlights
• CHAPTER TWELVE CULTURE AND CONTEXT, THEORY AND PRACTICE IN ADULT LEARNING
  • Culture and Context
  • Culture and Learning
  • Culturally Relevant Teaching
  • The Relationship Between Theory and Practice
  • A Framework for Adult Learning
  • Chapter Summary
  • Linking Theory and Practice: Activities and Resources
    • FIGURE 12.1 EXAMPLE PIE CHART
  • Chapter Highlights
• Back Matter
  • REFERENCES
  • NAME INDEX
  • SUBJECT INDEX

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