Adult Learning Theory: A Primer. Information Series.

Autor/inn/en	Baumgartner, Lisa M.; Lee, Ming-Yeh; Birden, Susan; Flowers, Doris
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Adult Learning Theory: A Primer. Information Series.
Quelle	(2003), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adult Education; Adult Learning; Afrocentrism; Andragogy; Behaviorism; Blacks; Constructivism (Learning); Critical Theory; Cultural Context; Educational Philosophy; Gender Issues; Immigrants; Independent Study; Learning Theories; Postmodernism; Postsecondary Education; Race; Social Class; Theory Practice Relationship; Transformative Learning + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Afro-centrisme; Afrozentrismus; Andragogics; Andragogik; Behaviourism; Behaviorismus; Black person; Schwarzer; Kritische Theorie; Bildungsphilosophie; Erziehungsphilosophie; Geschlechterfrage; Immigrant; Immigrantin; Immigranten; Selbststudium; Learning theory; Lerntheorie; Postmoderne; Post-secondary education; Tertiäre Bildung; Rasse; Abstammung; Social classes; Soziale Klasse; Theorie-Praxis-Beziehung; Pädagogische Transformation
Abstract	The purpose of this monograph is to serve as a primer for practitioners on the foundational theories of adult learning. It begins with an explanation two lenses through which learning theory is viewed: behaviorism and constructivism. The next section defines andragogy and delineates Knowles's five assumptions about adult learners. This is followed by a critique of Knowles's assumptions of andragogy through the eyes of foreign-born adult learners that examines the historic, political, and sociocultural contexts that influenced Knowles. The paper then presents several perspectives on transformative learning theory, describing theoretical approaches and criticisms of the theory. The next chapter discusses definitions, history, philosophical underpinnings, models, and criticisms of self-directed learning. A chapter on critical and postmodern theory explains their historical development, underlying philosophical tenets, and the differences between them. The next chapter examines race and its intersection with class and gender as it applies to learning theory and African Americans' learning processes; it discusses the tenets of Afrocentricity and its role in adult education. The concluding section considers the future of learning theory in adult education. Contains 166 references. (SK)
Anmerkungen	Publications, Center on Education and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090. Tel: 800-848-4815, ext. 24277 (Toll Free); Fax: 614-292-1260; Web site: http://www.cete.org/products. For full text: http://www.cete.org/acve.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC