Thinking Inside the Box

Autor/in	Golding, Barry
Titel	Thinking Inside the Box
Quelle	In: Adults Learning, 22 (2011) 8, S.24-27 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0955-2308
Schlagwörter	Learning Theories; Transformative Learning; Foreign Countries; Social Isolation; Males; Communities of Practice; Well Being; Intervention; Unemployment; Outcomes of Education; Citizen Participation; Learner Engagement; Experiential Learning; Attitudes; Adult Education; Adult Learning; Adult Students; Stress Variables; Australia; United Kingdom + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Pädagogische Transformation; Ausland; Soziale Isolation; Male; Männliches Geschlecht; Community; Well-being; Wellness; Wohlbefinden; Arbeitslosigkeit; Lernleistung; Schulerfolg; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Experiental learning; Erfahrungsorientiertes Lernen; Attitude; Einstellung; Verhalten; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Australien; Großbritannien
Abstract	The "men's sheds" movement is a grassroots phenomenon that has engaged and inspired men from communities across Australia in hands-on, workshop-based social activity. This article seeks to "unwrap" one of several forms of learning that have been found to be enthusiastically embraced by older men previously thought of, almost patronisingly, as being "unreached learners". In the process, the author is seeking to "join some of the dots" between learning and several of the World Health Organisation social determinants of health: (1) social exclusion; (2) unemployment; (3) difficult past lives; and (4) a stressful current life. His broader intention is to demonstrate that it is possible for older men to create new grassroots organisations in which transformational learning takes place through the activity in a community or practice rather than as the object of the activity. In essence, the author's argument is that learning and wellbeing are not necessarily maximized as outcomes by educational intervention that presupposes higher formal literacies or pedagogies. (ERIC).
Anmerkungen	National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: enquiries@niace.org.uk; Web site: http://www.niace.org.uk/publications/adults-learning
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10