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A companion work to 1993's popular An Update on Adult Learning Theory, this issue provides the adult learning educator with the latest developments, significant research, and continuing scholarship in andragogy and self-directed learning. Exploring a variety of frameworks, including context-based learning, informal and incidental learning, somatic learning, and narrative learning; the authors analyze recent additions to well-established theories and discuss the potential impact of today's cutting-edge approaches. Revised models of theories introduced in the 1993 edition, such as women's learning and transformational learning, are updated with the results of burgeoning scholarship and empirical data gathered in the 1990s. Articles also introduce pioneering developments in adult learning research, including new understandings of the brain's relationship to mind and consciousness and the role of emotions, feelings, and the imagination in the learning process. As an assessment of adult learning theory today, this volume is an indispensable resource for adult learning educators committed to delivering a more effective practice in the classroom, in the workplace, or in the community.
This is the 89th volume of the quarterly journal New Directions for Adult and Continuing Education.
|1||Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory||3|
|2||An Update on Transformational Learning||15|
|3||Informal and Incidental Learning||25|
|4||A New Look at Women's Learning||35|
|5||Context-Based Adult Learning||43|
|6||Critical and Postmodern Perspectives on Adult Learning||53|
|7||The Power of Feelings: Emotion, Imagination, and the Construction of Meaning in Adult Learning||63|
|8||The Brain and Consciousness: Sources of Information for Understanding Adult Learning||73|
|9||Off the Beaten Path: Some Creative Approaches to Adult Learning||83|
|10||Something Old, Something New: Adult Learning Theory for the Twenty-First Century||93|