Literaturnachweis - Detailanzeige
| Autor/in | Warnat, Winifred I. |
|---|---|
| Institution | American Univ., Washington, DC. |
| Titel | Building a Theory of Adult Learning: Toward a Total Person Model. |
| Quelle | (1980), (42 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Adult Development; Adult Education; Adult Learning; Comparative Analysis; Experiential Learning; Learning Theories; Models; Motivation |
| Abstract | To determine what a theory of adult learning should encompass, three topics were considered: current status of adult learning theory, contributions of the developmentalists, and foundation for a total person model of adult learning theory. An overview of activity related to theory building in adult learning during the 1970s showed the emphasis that adult educators placed on the planning of programs for the adult learner. Other conclusions drawn were that a truly holistic learning theory is needed and desired; theory building has focused on relevance for practice; and there are common concerns about intrinsic aspects of adult learning. A comparative analysis was conducted of twenty interpretations of adult development which fall into three categories--linear, hierarchical, and unclassified. Reasons for the analysis were to determine (1) how adulthood is interpreted, (2) how adult learning is addressed, (3) where there is consensus, (4) where the gaps are, and (5) how these various interpretations relate to theoretical models being developed. The theoretical model developed encompassed three crucial concepts which attempt to incorporate all those dynamics contributing to one's personal composition: total person as a living-learning laboratory, life events as learning lessons, and layering as a resource data bank. (Ten tenets of the Total Person Model are listed.) (YLB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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