The theory and practice of learning /
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| Author / Creator: | Jarvis, Peter, 1937- |
|---|---|
| Imprint: | London : K. Page ; Sterling, VA : Stylus Pub. Inc., c1998. |
| Description: | ix, 165 p. ; 24 cm. |
| Language: | English |
| Subject: | |
| Format: | Print Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/3853521 |
Table of Contents:
- The authors
- Preface to the first edition
- Preface to the second edition
- 1. The emergence of lifelong learning
- From childhood to adult to lifelong
- From the few to the many
- From learning as process to learning as an institutional phenomenon
- From education and training to learning
- From teacher-centred to student-centred education
- Liberal to vocational and human resource development
- From theoretical to practical
- From single discipline to multidisciplinary to integrated knowledge
- From knowledge as truth to knowledge as relative/information/narrative/discourse
- From rote learning to learning as reflection
- From welfare needs to market demands (wants)
- From classical curriculum to romantic curriculum to programme
- From face-to-face to distance e-learning
- Conclusion
- 2. The social background of lifelong learning
- The focus on change
- Characteristics of modern societies
- Education and modern society
- The forces of change
- Learning and the postmodern condition
- 3. Behaviourist approaches to learning
- The problem of definition
- Behavioural theorists
- Conditioning
- Teaching and learning
- Conclusion
- 4. Cognitivist theories
- Jean Piaget
- Lev Vygotsky
- Jack Mezirow
- Conclusion
- 5. Social learning
- Learning, culture and social roles
- Mead and the social construction of self
- Bandura and social learning theory
- Collective learning
- Conclusion
- 6. Experiential learning
- The nature of experience
- The nature of experiential learning
- Reflections of experiential learning
- Conclusion
- 7. Types of learning
- Authors and their terminology
- A process of synthesis
- Conclusion
- 8. Culture and learning
- Introduction
- How do women learn?
- Women's identity and morality: the work of Carol Gilligan
- Women's ways of knowing
- Do Chinese learners learn differently?
- Conclusion
- 9. Self-directed learning
- Cyril Houle
- Allen Tough
- Malcolm Knowles
- Stephen Brookfield
- From theory to practice
- Self-directed learning and public policy
- Conclusion
- 10. Contracts and learning
- The search for predictability
- Contracts and markets
- Learning contracts: self-direction and personal autonomy
- Contracts and competence
- The 'contracting society'
- Learning contracts and modular learning
- The language of contracts
- Contracts and freedom
- 11. Open and distance learning
- Traditional education and closed institutions
- Defining open learning
- Open learning and distance education
- Theories of distance education
- From theory to practice
- Conclusion
- 12. Work-based and problem-based learning
- Learning at work
- A brief history of learning at work
- Training and the changing workplace
- Developing 'human resources'
- 13. The learning organization
- The historical evolution of the learning organization
- Defining the learning organization
- Landmark contributors
- Applications
- A critical perspective
- Conclusion
- 14. Assessing learning
- The traditional approach to assessment
- Contemporary issues in assessment
- References
- Further reading
- Index
