Theoretical Foundations of Adult Education: Borrowings from Other Disciplines. Theory, Innovation, and Practice in Andragogy. No. 3.

Autor/in	Long, Huey B.
Institution	Florida State Univ., Tallahassee. International Inst. of Andragogy.
Titel	Theoretical Foundations of Adult Education: Borrowings from Other Disciplines. Theory, Innovation, and Practice in Andragogy. No. 3.
Quelle	(1982), (23 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Adult Basic Education; Adult Development; Adult Education; Adult Learning; Adult Students; Andragogy; Anthropology; Cognitive Processes; Educational Gerontology; Educational History; Educational Research; Holistic Approach; Interdisciplinary Approach; Learning Theories; Lifelong Learning; Postsecondary Education; Program Development; Psychology; Sociology; Student Needs; Teaching Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Erwachsenwerden; Adult basic education; Adult training; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Andragogics; Andragogik; Anthropologie; Cognitive process; Kognitiver Prozess; Geragogics; Geragogik; History of education; Bildungsgeschichte; Bildungsforschung; Pädagogische Forschung; Holistischer Ansatz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Learning theory; Lerntheorie; Life-long learning; Lebenslanges Lernen; Post-secondary education; Tertiäre Bildung; Programmplanung; Psychologie; Soziologie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper identifies and describes specific applications of knowledge from other disciplines to adult education. It is observed that the concept of adult educators' borrowing from other fields has been widely discussed in both North and South America. Verner's criteria for selecting usable material are cited. The following four general topics of interest to adult educators are identified as being informed by knowledge from other disciplines: (1) learning and instruction, (2) participation and persistence, (3) program planning, and (4) research. Eleven illustrative kinds of questions in the four general topics identify areas in which the adult educator could look to research in other disciplines for varying degrees of assistance. Finally, illustrations are provided to show more specifically how other disciplines have contributed knowledge and assistance in the four general topical areas. In this section of the paper, information on anthropology, psychology, sociology, and other fields have provided useful information and models that have greatly enriched the field of adult education. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01