Discovering Radical Contingency: Building a Postmodern Agenda in Adult Education. Counterpoints: Studies in the Postmodern Theory of Education, Vol. 81.

Autor/in	Bagnall, Richard G.
Titel	Discovering Radical Contingency: Building a Postmodern Agenda in Adult Education. Counterpoints: Studies in the Postmodern Theory of Education, Vol. 81.
Quelle	(1999), (242 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	1058-1634
ISBN	0-8204-4001-9
Schlagwörter	Adult Education; Adult Educators; Comparative Analysis; Educational Change; Educational Environment; Educational Objectives; Educational Philosophy; Educational Principles; Educational Research; Educational Trends; Foreign Countries; Modernism; Postmodernism; Social Influences; Sociocultural Patterns; Teacher Student Relationship; Theory Practice Relationship; Trend Analysis; Vocational Education; Australia; New Zealand; United States + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Bildungsprinzip; Bildungsforschung; Pädagogische Forschung; Bildungsentwicklung; Ausland; Postmoderne; Sozialer Einfluss; Soziokulturelle Theorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Theorie-Praxis-Beziehung; Trendanalyse; Ausbildung; Berufsbildung; Australien; Neuseeland; USA
Abstract	This book examines the implications of postmodern culture for adult education through a review of modernist culture and education and a comparative account of modernist and postmodernist culture that is configured as a set of six tensions in three domains: belief (situatedness and ambiguity); individual identity (determination and control); and sociality (homogeneity and temporality). The tensions are used to explore the nature of educational practice and engagement in postmodernity from different perspectives: through dialogues with students regarding practice; through case studies of practice; as descriptive tendencies of engagement; and as nodal forms of pragmatic activity. Part One, Modernity and Modernist Adult Education, includes: The Modernist Inheritance 1: Thinking and Being in a Straightjacket; and The Modernist Inheritance 2: Denying Adult Education). Part Two, Postmodernity, discusses: Postmodernity 1: Seeing, Believing, and Being in a Fractured World; Postmodernity 2: Conversation and Hope in a Cultural Implosion; and Formal Tensions, Contingent Realities: Reconfiguring the Problematic. Part Three, Adult Education in Postmodernity, includes: Eternal Ambivalence: Learning in Postmodern Adult Education; Horsehair in the Undies: Adult Educator as a Boundary Rider; Odors in the Ether: Tendencies in Postmodern Adult Education; Fashioning Educative Difference: Nodal Forms of Engagement; Fanning the Flames: Research in Postmodern Adult Education; and The Situationally Sensitive Wayfarer: Being an Adult Educator in the Age of the Chameleon. The book contains 577 references and an index. (MN)
Anmerkungen	Peter Lang Publishing, 275 Seventh Avenue, 28th Floor, New York, NY 10001-6708 ($29.95). Tel: 800-770-5264 (Toll Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC