The Routledge International Handbook of Learning. Routledge International Handbooks of Education

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Sonst. Personen	Jarvis, Peter (Hrsg.); Watts, Mary (Hrsg.)
Titel	The Routledge International Handbook of Learning. Routledge International Handbooks of Education
Quelle	(2011), (584 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4155-7130-2
Schlagwörter	Learning; Perception; Cognitive Processes; Nurses; Adult Education; Job Training; Emotional Intelligence; Language; Feminism; Sex; Identification; Cognitive Style; Early Childhood Education; Informal Education; Inquiry; Adult Learning; Andragogy; Older Adults; Lifelong Learning; Health Services; Individual Development; Transformative Learning; Independent Study; Workplace Learning; Electronic Learning; Sleep; Violence; Aesthetic Education; Physical Disabilities; Autism; Pervasive Developmental Disorders; Reading Difficulties; Dementia; Constructivism (Learning); Psychiatry; Sociology; Anthropology; Geography; Evolution; Brain; Cognitive Science; Neurology; Physiology; Pharmacology; Buddhism; Christianity; Confucianism; Religion; Islam; Judaism; African Culture; Asian Culture; Latin American Culture; Literacy; Foreign Countries + Suchen Sie Ihr Suchwort? Lernen; Wahrnehmung; Cognitive process; Kognitiver Prozess; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Berufsqualifizierender Bildungsgang; Emotionale Intelligenz; Languages; Sprache; Feminismus; Geschlecht; Geschlechtsverkehr; Identifikation; Identifizierung; Cognitive styles; Kognitiver Stil; Early childhood; Frühkindliche Bildung; Frühpädagogik; Informelle Bildung; Nichtformale Bildung; Adulte education; Andragogics; Andragogik; Älterer Erwachsener; Life-long learning; Lebenslanges Lernen; Health service; Gesundheitsdienst; Gesundheitswesen; Individuelle Entwicklung; Pädagogische Transformation; Selbststudium; Schlaf; Gewalt; Ästhetische Bildung; Physical handicap; Körperbehinderung; Autismus; Reading difficulty; Leseschwierigkeit; Demenz; Psychiatrie; Soziologie; Anthropologie; Geografie; Gehirn; Kognitionswissenschaft; Neurologie; Physiologie; Arzneikunde; Buddhismus; Christentum; Konfuzianismus; Judaismus; Africa; Culture; Afrika; Kultur; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland
Abstract	As our understanding of learning focuses on the whole person rather than individual aspects of learning, so the process of learning is beginning to be studied from a wide variety of perspectives and disciplines. This handbook presents a comprehensive overview of the contemporary research into learning: it brings together a diverse range of specialties with chapters written by leading scholars throughout the world from a wide variety of different approaches. The International Handbook of Learning captures the complexities of the learning process in seven major parts. Its 55 chapters are sub-divided in seven parts: (1) Learning and the person: senses, cognitions, emotions, personality traits and learning styles; (2) Learning across the lifespan; (3) Life-wide learning; (4) Learning across the disciplines: covering everything from anthropology to neuroscience; (5) Meaning systems' interpretation; (6) Learning and disability; and (7) Historical and contemporary learning theorists. Written by international experts, this book is the first comprehensive multi-disciplinary analysis of learning, packing a diverse collection of research into one accessible volume. Part I, Learning and the Person, contains the following: (1) Learning and the Senses (Paul Martin and Viv Martin); (2) Learning Cognitions/Cognitive Learning/Learning and Cognition (Knud Illeris); (3) Learning a Role: Becoming a Nurse (Michelle Camilleri); (4) Self-Constructed Activity, Work Analysis, and Occupational Training: an Approach to Learning Objects for Adults (Marc Durand); (5) Emotional Intelligence (Betty Rudd); (6) Language and Learning (Bernard Camilleri); (7) Gender and Learning--Feminist Perspectives (Julia Preece); (8) Identity and Learning (Lyn Tett); (9) Thinking Styles and Learning (Li-Fang Zhang); and (10) Non-Learning (Peter Jarvis). Part II, Learning Across the Life-Span, contains the following: (11) Learning in Early Childhood (Christine Stephen); (12) The School Years (Kristiina Kumpulainen); (13) Crossing boundaries: Harnessing Funds of Knowledge in Dialogic Inquiry across Formal and Informal Learning Environments (Lasse Lipponen); (14) Young People and Learning (Rachel Brooks); (15) Adult Learning: Andragogy versus Pedagogy or from Pedagogy to Andragogy (Peter Jarvis); (16) Exploring Learning in Midlife (Jo-Anne H. Willment); (17) The Older Adult in Education (Mary Alice Wolf); (18) Lifelong Learning in Long-Term Care Settings (Alexandra Withnall); (19) The Biographical Approach to Lifelong Learning (Peter Alheit); (20) Learning from our Lives (John Field); (21) Psychological Development (Mark Tennant); and (22) Transformative Learning (Patricia Cranton and Edward W. Taylor). Part III, Learning Sites, contains the following: (23) Informal Learning--Everyday Living (Paul Hager); (24) Self-Directed Learning (Katarina Popovic); (25) Learning at the Site of Work (Stephen Billett); (26) Organisational Learning won't be Turned off (Bente Elkjaer); (27) E-learning (m-learning) (Susannah Quinsee); (28) Sleep-dependent Learning (Daan R. van der Veen and Simon N. Archer); (29) Learning and Violence (Shahrzad Mojab and Bethany J. Osborne); and (30) Aesthetic Education (Lars Ilum). Part IV, Learning and Disability, contains the following: (31) Learning, Sensory Impairment Physical Disability (Joanna Beazley Richards); (32) Autism Spectruitions and Learning (Mary Watts); (33) Reading Disability (Julian G. Elliott and Elena L. Grigorenko); and (34) On Becoming a Person in Society: the Person with Dementia (Kay de Vries). Part V, Learning across the Disciplines "Human and Social Sciences", contains the following: (35) Human-centric Learning and Post-human Experimentation (Richard Edwards); (36) Piaget's Constructivism and Adult Learning (Etienne Bourgeois); (37) Psychoanalytic Perspectives on Learning and the Subject called the Learner (Linden West); (38) Sociology and Learning (Martin Dyke and Ian Bryant); (39) Anthropology and Learning (Peggy Froerer); (40) Learning in a Complex World (Mark Olssen); (41) Perspectives on Geography and Learning (Johanna L. Waters); (42) Learning as a Microhistorical Process (Christina Toren Natural Sciences); (43) Evolution (Ian Abrahams and Michael Reiss); (44) The Brain and Learning (John Stein); (45) Cognitive Neurophysiology--Promoting Neuroergonomics of Learning (Anu Holm and Kiti Muller); (46) Pharmacology and Learning (Roberta Stasyk). Part VI, Learning and Religious and Meaning Systems, contains the following: (47) Buddhist Theory of Education (Caroline Brazier and David Brazier); (48) Christianity (Jeff Astley); (49) The Confucian Learning: Learning to Become Fully Human (Qi Sun); (50) Exploring Aspects of Learning in Hindu Philosophy (Prem Kumar); and (51) Learning Within Context of Faith and the Intellect: a Thinking Islam (Naznin Hirji). Part VII, Geographic Cultural Systems--Broader Perspectives, contains the following: (52) Jewish Ways of Learning (Gabriela Ruppin-Shand and Michael Shire); (53) Remodelling Learning on an African Cultural Heritage of Ubuntu (Rebecca Nthogo Lekoko and Oitshepile MmaB Modise); (54) Indian Culture and Learning (Sunil Behari Mohanty); (55) The Challenges of Adult Learning in Latin America: from Literacy to Lifelong Learning (Tim Ireland). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10