Handbook of Adult Development and LearningCarol Hoare Oxford University Press, 2006. márc. 30. - 600 oldal Adult development and learning have always existed as two separate fields of study, with development falling under psychology and learning under education. Recent advances in theory, research, and practice, however, have made it clear that an important reciprocal relationship exists between them: advances in development frequently lead to learning, and conversely, learning quite often fuels development. The synchronicity between development and learning is responsible for positive changes in many capacities, including insight, intelligence, reflective and meta-cognition, personality expression, interpersonal competence, and self-efficacy. This synchronicity is also leading to the growth of a new discipline at the borders of adult development and learning. The Handbook of Adult Development and Learning is the first to bring together the leading scholars from both adult development and learning to explore what will form the foundation for this new discipline--the latest research at the intersection of these fields. It examines six major aspects of their intersection: foundations, key areas of integration, the self system, higher reaches of development and learning, essential contexts, and specific applications. An introductory chapter explains why it is so important to recognize and fuel the growth of this new discipline. Subsequent chapters review the latest theoretical and empirical literature and provide a rich itinerary for future research. This handbook is a must-read for all who promote optimal aging. It will be an invaluable reference for scholars in development and education, as well as rich resource for policy makers and practitioners, such as corporate executives and human-resource personnel. |
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1 - 5 találat összesen 86 találatból.
16. oldal
... relationship of the RJM to, for example, Kurt Fischer and colleague's (e.g., Fischer & Pruyne, 2002) cognitive, skill-acquisition model and to Robert Kegan's (e.g., 1994) integrated developmental model. Importantly, they show the ...
... relationship of the RJM to, for example, Kurt Fischer and colleague's (e.g., Fischer & Pruyne, 2002) cognitive, skill-acquisition model and to Robert Kegan's (e.g., 1994) integrated developmental model. Importantly, they show the ...
17. oldal
... relationship difficulties), transference-countertransference issues, and how one listens actively to another. He describes treatment modes, illustrating their different viewpoints. Importantly, he illustrates how the dyad builds their ...
... relationship difficulties), transference-countertransference issues, and how one listens actively to another. He describes treatment modes, illustrating their different viewpoints. Importantly, he illustrates how the dyad builds their ...
23. oldal
... relationship of cognitive development to age, when education and intelligence are controlled for. Journal of Adult Development, 9, 229–234. Horn, J. L. (1994). Theory of fluid and crystallized intelligence. In E. J. Sternberg (Ed ...
... relationship of cognitive development to age, when education and intelligence are controlled for. Journal of Adult Development, 9, 229–234. Horn, J. L. (1994). Theory of fluid and crystallized intelligence. In E. J. Sternberg (Ed ...
31. oldal
... relationship or changing careers; it can be serendipitous or designed to bring about learning, such as a particular class or learning project. As Boud, Cohen, and Walker (1993) noted, life experience can be “messy”: Experience is ...
... relationship or changing careers; it can be serendipitous or designed to bring about learning, such as a particular class or learning project. As Boud, Cohen, and Walker (1993) noted, life experience can be “messy”: Experience is ...
34. oldal
... relationship, to one where the relationship takes center stage, with selves being realized only as a byproduct of relatedness” (p. 96). Feminist poststructuralists also argue for a nonunitary self, but they begin from the experience of ...
... relationship, to one where the relationship takes center stage, with selves being realized only as a byproduct of relatedness” (p. 96). Feminist poststructuralists also argue for a nonunitary self, but they begin from the experience of ...
Tartalomjegyzék
Do Development and Learning Fuel One Another in Adulthood? Four Key Areas | 71 |
The SelfSystem in Adult Development and Learning | 167 |
The Higher Reaches of Adult Development and Learning | 241 |
Essential Contexts for the Learning Developing Adult | 327 |
Adult Development and Learning Measured and Applied | 431 |
Author Index | 537 |
Subject Index | 563 |
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Hivatkozások erre a könyvre
Handbook of Research on Adult Learning and Development M. Cecil Smith,Nancy DeFrates-Densch Nincs elérhető előnézet - 2009 |