Innovations in Teaching Adult Education: Living History Museums and Transformative Learning in the University Classroom

Autor/in	Walter, Pierre
Titel	Innovations in Teaching Adult Education: Living History Museums and Transformative Learning in the University Classroom
Quelle	In: Adult Learning, 30 (2019) 3, S.121-127 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walter, Pierre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159519826074
Schlagwörter	Adult Education; Nontraditional Education; Empathy; Graduate Study; Educational Theories; Educational Research; Adult Learning; Educational Environment; Curriculum; Course Descriptions; Small Group Instruction; Group Discussion; Learning Activities; Emotional Response; Transformative Learning; Interpersonal Relationship; Museums; Student Projects; History + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Non-traditional education; Alternative Erziehung; Empathie; Aufbaustudium; Graduiertenstudium; Hauptstudium; Educational theory; Theory of education; Bildungstheorie; Bildungsforschung; Pädagogische Forschung; Adulte education; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Curricula; Lehrplan; Rahmenplan; Kursstrukturplan; Gruppendiskussion; Lernaktivität; Emotionales Verhalten; Pädagogische Transformation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Museum; Museumswesen; Museen; Schulprojekt; Geschichte; Geschichtsdarstellung
Abstract	The difficult times in which we live require innovative, creative, and hopeful pedagogies of adult education. This article describes a nontraditional experiential, "empathy-invoking" approach to the teaching of a graduate course on the theory and research of adult learning. The approach begins with the building of a safe learning community, a familiar "knowledge curriculum," and a structured syllabus with academic readings, small group discussions, student "theory-to-practice" facilitation of learning activities, and an academic mid-term paper. Both the teacher and students design and lead learning activities which elaborate, "unpack," and critique readings, and develop students' capacity for experiential, emotional, spiritual, arts-based, and bodily learning as well as group process, all the while reinforcing trust, deeper relationships, cooperation, and better knowledge of each others' lives, personalities, capabilities, and identities. The class culminates in creative presentations where learners transform the classroom into "living history museums" representing the sites of adult learning they have investigated in field research. Visitors to living history museums engage in a rich array of informal adult learning; they gain new knowledge, participate in hands-on learning and role playing, and at times even experience transformative learning. In this class, the museum and its learning opportunities come into the classroom, and are created by learners themselves. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01