Bridging the Gap between Human Resource Development and Adult Education: Part One, Assumptions, Definitions, and Critiques

Autor/inn/en	Hatcher, Tim; Bowles, Tuere
Titel	Bridging the Gap between Human Resource Development and Adult Education: Part One, Assumptions, Definitions, and Critiques
Quelle	In: New Horizons in Adult Education & Human Resource Development, 20 (2006) 2, S.5-23 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-4225
Schlagwörter	Scholarship; Adult Education; Human Resources; Critical Theory; Definitions; Unified Studies Curriculum; Alignment (Education); Labor Force Development; Interdisciplinary Approach; Educational Philosophy; Performance Factors; Change Strategies; Educational Change; Criticism; Educational Principles + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Humankapital; Kritische Theorie; Begriffsbestimmung; Kombinationsstudiengang; Arbeitskräftebestand; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungsphilosophie; Erziehungsphilosophie; Leistungsindikator; Lösungsstrategie; Bildungsreform; Kritik; Bildungsprinzip
Abstract	Human resource development (HRD) as a scholarly endeavor and as a practice is often criticized in the adult education (AE) literature and by AE scholars as manipulative and oppressive and, through training and other interventions, controlling workers for strictly economic ends (Baptiste, 2001; Cunningham, 2004; Schied, 2001; Welton, 1995). Similarly, although less vocal and antagonistic, HRD scholars have been critical of AE's "academic" and "theoretical" elitism vs. the pragmatic and socially responsive practice of AE. To address the tension resulting from the lack of harmony between the disciplinary conceptual foundations that exists between HRD and AE, and assuming this tension results in a lack of understanding and possible beneficial cooperation, we propose that critical traditions (critical theory and criticality) may provide a bridge between the two disciplines. To fully define and provide support for this proposition, this paper is divided into and presented in two parts. [For part 2, see EJ983779.] (As Provided).
Anmerkungen	Florida International University College of Education. 11200 SW 8th Street, ZEB 361A, Miami, FL 33199. Tel: 305-348-6151; Fax: 305-348-1515; e-mail: horizons@fiu.edu; Web site: http://education.fiu.edu/newhorizons
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10