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Adult Education: Evolution and Achievements in a Developing Field of Study. By John Peters, Peter Jarvis, and Associates
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Pursuing a Curriculum of Interdisciplinary Studies
The pursuit of interdisciplinary studies in modern curricula represents the continued effort to design an education that gives students the knowledge about the world around them, the ability to critically think about it and then act to the advancement of knowledge and betterment of mankind. The traditional division of disciplines has raised barriers, and techniques from interdisciplinary studies can replace those with bridges. Educators must be committed to overcoming interdisciplinary studies’ unique challenges to make a difference in the future of curriculum.
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This document discusses interdisciplinary approaches to education. It begins by defining related terminology such as interdisciplinary, multi-disciplinary, and disciplinary. It then discusses how interdisciplinary approaches integrate knowledge from multiple fields to provide a more comprehensive understanding of complex issues that cannot be addressed by single disciplines alone. The document provides examples of interdisciplinary curricula in Nepal and at Kathmandu University. It also outlines the strengths of interdisciplinary learning in developing structural knowledge and making connections. While interdisciplinary approaches provide benefits, they also face challenges integrating fields and dealing with issues like territorial conflicts.
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Interdisciplinary integration involves teaching subjects across different curricular disciplines. There are benefits such as helping students make connections between disciplines and allowing them to explore their interests. However, changing curriculum can be difficult as it requires collaboration between teachers, parents, and administrators. The document discusses intradisciplinary integration within a subject and multidisciplinary integration between subjects. Examples are provided of how different classes can correlate their lessons to integrate topics between their subjects.
Research and theories of distance education
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The Kean Community was provided an open conversation about the value of interdisciplinarity for teaching, research, and community engagement. Divided into three dialogue segments, the workshop included outlining the development of ID courses and programs at Kean, addressing the conceptual meaning of inter- versus multi- and trans- disciplinarity, and an introduction to the new Interdisciplinary Studies Center as a Kean resource, housed within the College of Liberal Arts. The workshop offered practical, teaching-focused reflections on the methods and strategies that can be used in the course structure, set-up, delivery, and assessment of ID courses and minor programs. Application of the methods can be used to foster future cross-college interdisciplinary work and engage students in the classroom or as part of creative and scholarly works.
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Pursuing a Curriculum of Interdisciplinary Studies
The pursuit of interdisciplinary studies in modern curricula represents the continued effort to design an education that gives students the knowledge about the world around them, the ability to critically think about it and then act to the advancement of knowledge and betterment of mankind. The traditional division of disciplines has raised barriers, and techniques from interdisciplinary studies can replace those with bridges. Educators must be committed to overcoming interdisciplinary studies’ unique challenges to make a difference in the future of curriculum.
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1. Related Terminology
• 2. Concept
• 3. Interdisciplinary approach in Nepalese curriculum
• 4. Perspectives in Interdisciplinary Learning
• 5. Significance learning
• 6. Strengths and Weakness of Interdisciplinary
Education
Diversity presentation on interdisciplinary education
This document discusses interdisciplinary approaches to education. It begins by defining related terminology such as interdisciplinary, multi-disciplinary, and disciplinary. It then discusses how interdisciplinary approaches integrate knowledge from multiple fields to provide a more comprehensive understanding of complex issues that cannot be addressed by single disciplines alone. The document provides examples of interdisciplinary curricula in Nepal and at Kathmandu University. It also outlines the strengths of interdisciplinary learning in developing structural knowledge and making connections. While interdisciplinary approaches provide benefits, they also face challenges integrating fields and dealing with issues like territorial conflicts.
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Interdisciplinary integration involves teaching subjects across different curricular disciplines. There are benefits such as helping students make connections between disciplines and allowing them to explore their interests. However, changing curriculum can be difficult as it requires collaboration between teachers, parents, and administrators. The document discusses intradisciplinary integration within a subject and multidisciplinary integration between subjects. Examples are provided of how different classes can correlate their lessons to integrate topics between their subjects.
Research and theories of distance education
The document summarizes important theories and research on distance education. The Theory of Independent Study by Charles Wedemeyer outlines six characteristics of distance learning including the student and teacher being in different locations and learning taking place through individual student activity. Malcolm Knowles' theory of Andragogy describes characteristics of adult education, such as creating a supportive learning environment and using instruction that fits learner needs and interests. Research on online teaching and learning identifies four primary categories that impact distance education, including course environment, learner outcomes, learner characteristics, and administrative factors. Key findings indicate a lack of clear definitions, need for instructional design theory, and that interaction and reducing learner anxiety are important for success in online programs.
Transdisciplinary Learning
The Kean Community was provided an open conversation about the value of interdisciplinarity for teaching, research, and community engagement. Divided into three dialogue segments, the workshop included outlining the development of ID courses and programs at Kean, addressing the conceptual meaning of inter- versus multi- and trans- disciplinarity, and an introduction to the new Interdisciplinary Studies Center as a Kean resource, housed within the College of Liberal Arts. The workshop offered practical, teaching-focused reflections on the methods and strategies that can be used in the course structure, set-up, delivery, and assessment of ID courses and minor programs. Application of the methods can be used to foster future cross-college interdisciplinary work and engage students in the classroom or as part of creative and scholarly works.
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This document discusses ways to help students understand complex ideas and concepts. It proposes using semantic waves and concept mapping to sequence curriculum topics from concrete to abstract. Semantic waves involve alternating between strengthening and weakening contextual dependence and density of meanings. Concept mapping visually depicts key concepts and their relationships. The document provides an example of applying semantic waves to a scuba diving curriculum. It also describes experiential learning expeditions that apply science concepts to cooking to build understanding. Overall, the document argues that paying attention to the semantic structure of knowledge through techniques like semantic waves and concept mapping can help students engage with difficult topics.
Beautyman - The road to information literacy: primary school children and the...
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This document summarizes a research study that investigated the information seeking behaviors of primary school children. The study aimed to understand the cognitive and affective characteristics of children aged 7-11 and develop guidelines to promote effective information seeking strategies. Through ethnographic research methods, the study identified themes of uncertainty, self-efficacy, motivation, choice, need and want. Based on the findings, the study proposed four guidelines for teaching information literacy to primary school children that focus on defining their own information needs, embedding skills within topics, developing critical thinking, and demonstrating understanding contextually.Interdisciplinary Approach
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Unit I understanding disciplines and subjects
This document discusses the relationship between academic disciplines and school subjects. It defines academic disciplines as branches of knowledge taught in higher education that focus on expanding knowledge through specialized methods and professions. School subjects are also branches of knowledge but are tailored for educational goals and placed under institutional control. The document outlines the main academic disciplines and aims of schooling, and discusses how school subjects are formed from the societal curriculum and relate continuously or discontinuously to academic disciplines. Key differences between academic subjects and disciplines are their aims, content complexity, and skills focused on. The need for studying school subjects is to develop basic skills, understand oneself and society, think independently, and promote lifelong learning and growth.
What is educational research
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Transdisciplinary approach and hiv ppt 2011 2012
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Transdisciplinarity allows students to authentically make connections between subject areas so that they can construct their own meaning and transfer learning to real world applications. The document discusses various levels of disciplinarity from mono-disciplinarity, where subjects are taught separately, to transdisciplinarity, where subjects are integrated to reflect the complexity of real-world issues. Transdisciplinarity emerges from collaboration between disciplines to develop a unified understanding of a problem. It is presented as the ideal approach to help students learn skills like problem-solving in contexts that cross multiple subjects.
Understanding Disciplines
This presentation will be helpful in knowing the concepts of disciplinary knowledge, interdisciplinary knowledge, nature and scope of disciplines, knowledge as construction of Experience, various kinds of thinking and how knowledge is different from information
Meaning classification of academic discipline
The document discusses the classification of academic disciplines into four main categories:
1) Hard disciplines like physics and chemistry use quantitative data and experimental methods.
2) Soft disciplines like language and anthropology use qualitative data from surveys and case studies.
3) Pure disciplines like pure mathematics focus on fundamental research and discovery.
4) Applied disciplines like engineering apply existing knowledge to solve real-world problems.
Disciplines can also be classified as hard-pure, hard-applied, soft-pure, or soft-applied based on whether they use quantitative/qualitative data and focus on fundamental research or applications.
Unit 2 Understanding Discipline and Subjects in Socio- cultural Perspective
This document discusses the emergence and development of knowledge, subjects, and curriculum from social, political, and intellectual perspectives. It addresses how knowledge is defined and how curriculum has developed. It also examines the role of government in developing education and ways to develop curriculum intellectually. Finally, it outlines current situations in social science, natural science, and linguistics, noting trends like a focus on social awareness, environmental issues, and computer-assisted language learning.
Multidisciplinary
The document discusses the multidisciplinary nature of education. It defines multidisciplinary as combining several academic disciplines or specializations to approach a topic. It provides examples of Malaysia combining subjects like Science and Local Research into Human Nature in 1994. It also discusses allowing students to choose science or arts streams in Form 4. Additionally, it discusses countries like Finland combining universities and the UK embedding design into STEM subjects. The document outlines advantages like relevance between subjects but also challenges like potential lack of information sharing between professionals. Finally, it defines interdisciplinary approach as applying methods of multiple disciplines and discusses benefits like team teaching and enhancing lifelong learning skills.
Interdisciplinary approaches to knowledge
- The document discusses interdisciplinary approaches to knowledge from a lecture given by Prof. Nigam Dave at PDPU.
- It highlights the benefits of breaking down walls between disciplines and having groups collaborate. Various challenges to interdisciplinary work are mentioned, such as differing terminologies and lack of infrastructure.
- The need for porous boundaries between disciplines and constant vigilance against "cubicalization" of knowledge is emphasized.
Instructional Design Model
- Educational technology has evolved from three fields: instructional design, instructional media, and instructional computing, which have converged.
- Traditional models of teaching were teacher-centered while modern models emphasize student-centered learning.
- Opinions on traditional methods focused on memorization and passive learning, while modern methods aim to develop independent thinking through student involvement, motivation, and emphasis on skills over content.
Factors that affect language
This document discusses five factors that can affect language learning strategies: gender, motivation, experiences, cultural background, and learning styles. For gender, some studies found that females used certain strategies more while others found males used strategies more. Motivation level and type (intrinsic or extrinsic) impacted strategy use. Learners from different cultural backgrounds often preferred certain strategies associated with their culture. Experiences like studying abroad influenced learning style. Learning style preferences like extraversion also correlated with strategy preferences like social or metacognitive strategies.
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This document summarizes research on effective practices for remedial education in community colleges over the past 30 years. It finds that early research by Roueche and colleagues identified several effective instructional techniques, such as establishing clear course goals and objectives, using mastery learning, and providing a highly structured learning environment. Later studies validated these findings. Additionally, early research found that centralized remedial programs, program evaluation, and clearly defined program philosophies characterized successful programs. Later research continued to support these characteristics of effective remedial education. While mandatory assessment was found to benefit students, mandatory course placement had mixed effects due to the types of students it brought into remedial programs.
Interdisciplinary approach to teaching
This document discusses the theory and rationale behind an interdisciplinary approach to education. It describes four key characteristics of interdisciplinary instruction: 1) being topic-centered, 2) accommodating student diversity, 3) using two or more disciplines to research topics, and 4) emphasizing both learning processes and content mastery. Support for this approach comes from learning theories including Piaget, Vygotsky, Sternberg, and Gardner. An interdisciplinary approach provides meaningful contexts for teaching skills, uses multiple sources of information, and responds to standards by promoting critical thinking. It also allows for differentiated instruction and engages multiple intelligences. Teachers require knowledge of child development, a strong general knowledge base, and skills in collaborative planning to implement inter
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C5 unit 1 notes (1)
This document discusses the differences between academic disciplines and school subjects. It defines disciplines as branches of study found at universities, such as psychology or mathematics. School subjects refer to areas of knowledge taught in schools, like math, science, or history. The key differences are that disciplines focus on developing specialized knowledge and skills for scholars through complex theories, while subjects provide basic skills and awareness for students. The document emphasizes the importance of understanding both disciplines and subjects for students to gain knowledge that can help them choose careers or research and to develop overall.
Collaborative projects (21 cs)
A collaborative project involves students gathering information, organizing it, and presenting it together. It can involve students within a class, across classes/schools, of different ages, or include community members. The key is that students are responsible for the results and must work as a group. When implementing collaborative projects, teachers should consider group dynamics, challenging but not overwhelming students, and assigning roles to distribute work evenly. Examples include having student groups create an educational video about a chemistry element by assigning researcher, writer, and videographer roles.
Cdl 2010 proposal 1
This document summarizes a workshop discussion focused on reframing higher education goals to prepare students for engaged democratic citizenship rather than solely focusing on disciplinary study. The workshop participants discussed John Dewey's vision of classrooms as mini democratic societies and considered how to make their own courses more relevant to developing informed and committed citizens. They explored how to promote skills like independent thinking, inquiry, and handling complex problems within their courses' pedagogies and disciplinary frameworks. The discussion highlighted the difficulties of relinquishing faculty control to achieve more democratic outcomes within teaching.
Evolution of mobility in education
This document discusses the evolution of mobility in learning and education over time. It describes how mobility has enabled access to knowledge from stone tablets and palm leaves to modern computers and mobile devices. Each new technology improved portability and interaction between students and teachers. Mobility continues to transform education by making learning interactive, collaborative and accessible anywhere through tools like tablets, holograms and wearable devices. The document promotes Lenovo's education solutions that support this ongoing evolution of mobile learning.
The History & Evolution of Driving Education Schools
Driving education schools began in the early 20th century as non-credit elective high school courses to teach new drivers. By 1940, driver's education became a required course, covering traffic laws and vehicle operations. Today, driver's education continues to evolve and is required in most states for teens to obtain a license, teaching important safety skills to help high-risk new drivers. Classes are available in high schools, private driving schools, and online to prepare new drivers of all ages.
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This document discusses ways to help students understand complex ideas and concepts. It proposes using semantic waves and concept mapping to sequence curriculum topics from concrete to abstract. Semantic waves involve alternating between strengthening and weakening contextual dependence and density of meanings. Concept mapping visually depicts key concepts and their relationships. The document provides an example of applying semantic waves to a scuba diving curriculum. It also describes experiential learning expeditions that apply science concepts to cooking to build understanding. Overall, the document argues that paying attention to the semantic structure of knowledge through techniques like semantic waves and concept mapping can help students engage with difficult topics.
Beautyman - The road to information literacy: primary school children and the...
Beautyman - The road to information literacy: primary school children and the...IL Group (CILIP Information Literacy Group)
This document summarizes a research study that investigated the information seeking behaviors of primary school children. The study aimed to understand the cognitive and affective characteristics of children aged 7-11 and develop guidelines to promote effective information seeking strategies. Through ethnographic research methods, the study identified themes of uncertainty, self-efficacy, motivation, choice, need and want. Based on the findings, the study proposed four guidelines for teaching information literacy to primary school children that focus on defining their own information needs, embedding skills within topics, developing critical thinking, and demonstrating understanding contextually.Interdisciplinary Approach
Meaning, Definition, Aims, Objectives, Benefits, Advantages and Examples of Interdisciplinary Approach
Unit I understanding disciplines and subjects
This document discusses the relationship between academic disciplines and school subjects. It defines academic disciplines as branches of knowledge taught in higher education that focus on expanding knowledge through specialized methods and professions. School subjects are also branches of knowledge but are tailored for educational goals and placed under institutional control. The document outlines the main academic disciplines and aims of schooling, and discusses how school subjects are formed from the societal curriculum and relate continuously or discontinuously to academic disciplines. Key differences between academic subjects and disciplines are their aims, content complexity, and skills focused on. The need for studying school subjects is to develop basic skills, understand oneself and society, think independently, and promote lifelong learning and growth.
What is educational research
Educational research refers to evaluating different aspects of education such as student learning, teaching methods, teacher training, and classroom dynamics. It aims to solve educational problems through systematic application of scientific methods. Educational research develops the science of behavior in educational situations and allows educators to achieve their goals effectively by finding solutions to educational issues.
Transdisciplinary approach and hiv ppt 2011 2012
This document outlines a transdisciplinary school plan focused on teaching and learning about HIV/AIDS. It will use a project-based learning approach to explore HIV/AIDS from different subject area perspectives each quarter. Students will work on interdisciplinary projects to develop understanding and leadership skills around HIV prevention. Progress will be measured through authentic assessments, with a goal of at least 85% mastery of curricular expectations. The plan aims to educate students about HIV/AIDS and promote informed decision-making through sustained dialogue on related issues.
Transdisciplinary curriculum
Transdisciplinarity allows students to authentically make connections between subject areas so that they can construct their own meaning and transfer learning to real world applications. The document discusses various levels of disciplinarity from mono-disciplinarity, where subjects are taught separately, to transdisciplinarity, where subjects are integrated to reflect the complexity of real-world issues. Transdisciplinarity emerges from collaboration between disciplines to develop a unified understanding of a problem. It is presented as the ideal approach to help students learn skills like problem-solving in contexts that cross multiple subjects.
Understanding Disciplines
This presentation will be helpful in knowing the concepts of disciplinary knowledge, interdisciplinary knowledge, nature and scope of disciplines, knowledge as construction of Experience, various kinds of thinking and how knowledge is different from information
Meaning classification of academic discipline
The document discusses the classification of academic disciplines into four main categories:
1) Hard disciplines like physics and chemistry use quantitative data and experimental methods.
2) Soft disciplines like language and anthropology use qualitative data from surveys and case studies.
3) Pure disciplines like pure mathematics focus on fundamental research and discovery.
4) Applied disciplines like engineering apply existing knowledge to solve real-world problems.
Disciplines can also be classified as hard-pure, hard-applied, soft-pure, or soft-applied based on whether they use quantitative/qualitative data and focus on fundamental research or applications.
Unit 2 Understanding Discipline and Subjects in Socio- cultural Perspective
This document discusses the emergence and development of knowledge, subjects, and curriculum from social, political, and intellectual perspectives. It addresses how knowledge is defined and how curriculum has developed. It also examines the role of government in developing education and ways to develop curriculum intellectually. Finally, it outlines current situations in social science, natural science, and linguistics, noting trends like a focus on social awareness, environmental issues, and computer-assisted language learning.
Multidisciplinary
The document discusses the multidisciplinary nature of education. It defines multidisciplinary as combining several academic disciplines or specializations to approach a topic. It provides examples of Malaysia combining subjects like Science and Local Research into Human Nature in 1994. It also discusses allowing students to choose science or arts streams in Form 4. Additionally, it discusses countries like Finland combining universities and the UK embedding design into STEM subjects. The document outlines advantages like relevance between subjects but also challenges like potential lack of information sharing between professionals. Finally, it defines interdisciplinary approach as applying methods of multiple disciplines and discusses benefits like team teaching and enhancing lifelong learning skills.
Interdisciplinary approaches to knowledge
- The document discusses interdisciplinary approaches to knowledge from a lecture given by Prof. Nigam Dave at PDPU.
- It highlights the benefits of breaking down walls between disciplines and having groups collaborate. Various challenges to interdisciplinary work are mentioned, such as differing terminologies and lack of infrastructure.
- The need for porous boundaries between disciplines and constant vigilance against "cubicalization" of knowledge is emphasized.
Instructional Design Model
- Educational technology has evolved from three fields: instructional design, instructional media, and instructional computing, which have converged.
- Traditional models of teaching were teacher-centered while modern models emphasize student-centered learning.
- Opinions on traditional methods focused on memorization and passive learning, while modern methods aim to develop independent thinking through student involvement, motivation, and emphasis on skills over content.
Factors that affect language
This document discusses five factors that can affect language learning strategies: gender, motivation, experiences, cultural background, and learning styles. For gender, some studies found that females used certain strategies more while others found males used strategies more. Motivation level and type (intrinsic or extrinsic) impacted strategy use. Learners from different cultural backgrounds often preferred certain strategies associated with their culture. Experiences like studying abroad influenced learning style. Learning style preferences like extraversion also correlated with strategy preferences like social or metacognitive strategies.
What works in Remediation
This document summarizes research on effective practices for remedial education in community colleges over the past 30 years. It finds that early research by Roueche and colleagues identified several effective instructional techniques, such as establishing clear course goals and objectives, using mastery learning, and providing a highly structured learning environment. Later studies validated these findings. Additionally, early research found that centralized remedial programs, program evaluation, and clearly defined program philosophies characterized successful programs. Later research continued to support these characteristics of effective remedial education. While mandatory assessment was found to benefit students, mandatory course placement had mixed effects due to the types of students it brought into remedial programs.
Interdisciplinary approach to teaching
This document discusses the theory and rationale behind an interdisciplinary approach to education. It describes four key characteristics of interdisciplinary instruction: 1) being topic-centered, 2) accommodating student diversity, 3) using two or more disciplines to research topics, and 4) emphasizing both learning processes and content mastery. Support for this approach comes from learning theories including Piaget, Vygotsky, Sternberg, and Gardner. An interdisciplinary approach provides meaningful contexts for teaching skills, uses multiple sources of information, and responds to standards by promoting critical thinking. It also allows for differentiated instruction and engages multiple intelligences. Teachers require knowledge of child development, a strong general knowledge base, and skills in collaborative planning to implement inter
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C5 unit 1 notes (1)
This document discusses the differences between academic disciplines and school subjects. It defines disciplines as branches of study found at universities, such as psychology or mathematics. School subjects refer to areas of knowledge taught in schools, like math, science, or history. The key differences are that disciplines focus on developing specialized knowledge and skills for scholars through complex theories, while subjects provide basic skills and awareness for students. The document emphasizes the importance of understanding both disciplines and subjects for students to gain knowledge that can help them choose careers or research and to develop overall.
Collaborative projects (21 cs)
A collaborative project involves students gathering information, organizing it, and presenting it together. It can involve students within a class, across classes/schools, of different ages, or include community members. The key is that students are responsible for the results and must work as a group. When implementing collaborative projects, teachers should consider group dynamics, challenging but not overwhelming students, and assigning roles to distribute work evenly. Examples include having student groups create an educational video about a chemistry element by assigning researcher, writer, and videographer roles.
Cdl 2010 proposal 1
This document summarizes a workshop discussion focused on reframing higher education goals to prepare students for engaged democratic citizenship rather than solely focusing on disciplinary study. The workshop participants discussed John Dewey's vision of classrooms as mini democratic societies and considered how to make their own courses more relevant to developing informed and committed citizens. They explored how to promote skills like independent thinking, inquiry, and handling complex problems within their courses' pedagogies and disciplinary frameworks. The discussion highlighted the difficulties of relinquishing faculty control to achieve more democratic outcomes within teaching.
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This document discusses the evolution of mobility in learning and education over time. It describes how mobility has enabled access to knowledge from stone tablets and palm leaves to modern computers and mobile devices. Each new technology improved portability and interaction between students and teachers. Mobility continues to transform education by making learning interactive, collaborative and accessible anywhere through tools like tablets, holograms and wearable devices. The document promotes Lenovo's education solutions that support this ongoing evolution of mobile learning.
The History & Evolution of Driving Education Schools
Driving education schools began in the early 20th century as non-credit elective high school courses to teach new drivers. By 1940, driver's education became a required course, covering traffic laws and vehicle operations. Today, driver's education continues to evolve and is required in most states for teens to obtain a license, teaching important safety skills to help high-risk new drivers. Classes are available in high schools, private driving schools, and online to prepare new drivers of all ages.
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McCamley book review
- 1. Adult Education: Evolution and Achievements in a Developing Field of Study By John M. Peters, Peter Jarvis, and Associates Presented by: Kelly McCamley
- 2. Overview Written in 1991 by a series of authors within the adult education field with 16 chapters Reflects on the most significant growth, change, and progress being made in the field since the earlier volume published called Adult Education: Outlines of an Emerging Field of University Study (the black book) in 1964
- 3. Growth and Challenges in the Study of Adult Education Peter Jarvis - discusses trying to define adult education Three approaches to development Beginning to study in a specific field of practice Beginning to study the processes of adult education, more general approach Look at the field from one of the disciplines like history, psychology, or sociology
- 4. Evolution of a Formal Knowledge Base Huey B. Long – Four factors associated with the evolution knowledge base Role of the Professoriate Noncumulative Research Atheoretical Research Interdisciplinary vs. Intradisciplinary Knowledge
- 5. Disseminating and Using Adult Education Knowledge Ralph G. Brockett – many ways that formal adult education knowledge is distributed Strategies for the Future Expand Literature Base Reinforce Mainstream Literature Base Recognize Historical Literature Promote the Use of Knowledge in Professional Development Create New Approaches
- 6. Growth and Future of Graduate Programs John M. Peters & Burton W. Kreitlow The number of doctoral graduates has increase, occupational backgrounds are diverse Curriculum – consist of broad knowledge and understanding rather than specialization (HRD) Future – Framework for Development is needed
- 7. Growth and Future of Graduate Programs Constructing Framework falls into 5 Categories 1. Conceptualizations of the general field of study and practice 2. Distinction of adult learners & implications for practice and training 3. Identification of competencies 4. Typologies of adult educator roles and competencies roles 5. Framework developed for graduate programs
- 8. The Psychology of Adult Teaching and Learning Mark Tennant – discusses the importance of psychology Promoting autonomy and self direction of learners Acknowledging the experience of learners Est. Adult Teacher-Learner Relationship Meeting Learners’ Needs Encouraging Collaborative Group Learning
- 9. Epilogue: Malcolm S. Knowles How Knowles viewed Adult Education in the future (2016) He thought that the field would have clear rules, policies, regulations, framework, and curriculums Schools will be integrated to lifelong learning systems, adults will be working at home with multi-media packages, computers, and TV sets Research – physiology of learning will be large, more lab research, holistic thinking, increase in human science studies Learning in the universities would be no more – with no curriculum in existence
- 10. Reference Adult Education: Evolution and Achievements in a Developing Field of Study, by John M. Peters, Peter Jarvis, and Associates. San Francisco: Jossey-Bass, 1991.