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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... relationships, in informal groups, and in formal educational settings. Interestingly, Taylor, Marienau, and Fiddler (2000) extend this notion of dialogue to include having a dialogical relationship with oneself. This relationship to the ...
... relationships, in informal groups, and in formal educational settings. Interestingly, Taylor, Marienau, and Fiddler (2000) extend this notion of dialogue to include having a dialogical relationship with oneself. This relationship to the ...
43. oldal
... relationship with the self, with another learner, or in community with others, the opportunity to reflect, share learning, and “test” new perspectives is crucial. As Taylor et al. (2000, p. 24) observed, if learning is focused on memory ...
... relationship with the self, with another learner, or in community with others, the opportunity to reflect, share learning, and “test” new perspectives is crucial. As Taylor et al. (2000, p. 24) observed, if learning is focused on memory ...
44. oldal
... relationship between student and teacher is a powerful means of fostering personal development, a mentoring relationship that can enable students to “regain the courage, insight, and passion they need to move ahead in their lives more ...
... relationship between student and teacher is a powerful means of fostering personal development, a mentoring relationship that can enable students to “regain the courage, insight, and passion they need to move ahead in their lives more ...
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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 |