By Jim Crowther, Peter Sutherland
Lifelong studying has constructed tremendously as a unique quarter of analysis inside schooling lately now not least simply because a variety of governments and academic strategists became very vocal supporters of latest methods of studying all through all phases of existence. This advisor to the subject brings jointly new writing from the various top thinkers within the box to provide a wide ranging and precise photo of the placement thus far. The publication presents a serious precis of present advancements in knowing grownup studying and the social context during which they're situated. this offers a heritage for the framing of matters and the issues that emerge in institutional and non-formal contexts of lifelong studying. scholars venture classes of analysis during this region in addition to a variety of undergraduate and postgraduate scholars in various specialist components will locate the fabric crucial studying.
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Extra resources for Lifelong Learning: Concepts and Contexts
Example text
2003b) ‘Towards a contemporary and comprehensive theory of learning’, International Journal of Lifelong Education, 22, 4: 411–21. Illeris, K. (2004) Adult Education and Adult Learning, Melbourne, Florida: Krieger. S. (1970) The Modern Practice of Adult Education – Andragogy Versus Pedagogy, New York: Association Press. Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation, New York: Cambridge University Press. Rogers, A. (2003) What is the Difference? A New Critique of Adult Learning and Teaching, Leicester: NIACE.
References Boud, D. (2003) Combining Work and Learning: The Disturbing Challenge of Practice, keynote speech given at The CRLL Conference, Glasgow Caledonian University, 27–29 June. D. (2000) ‘Adult cognition as a dimension of lifelong learning’, in J. Field and M. Leicester (eds) Lifelong Learning – Education Across the Lifespan, London: Routledge/Falmer. A. and Armon, C. (eds) (1984) Beyond Formal Operations: Late Adoloscent and Adult Cognitive Development, New York: Praeger. Davonport, J. ’ in M.
This frees one from obsessions, compulsions and complexes that can shape and distort our frame of reference. The symbolic process of individuation is expressed in the form of images. Through a dialogue between the conscious and unconscious, mediated through symbols and images, learners gain insight into aspects of themselves that are outside conscious awareness but influence their sense of self as well as their interpretations and actions. These symbols and images express emotions and feelings that arise in the learning process.