Sharan B. Merriam - Learning in Adulthood

1 Cover

2 Acknowledgments Acknowledgments This fourth edition of Learning in Adulthood is a direct response to the field's burgeoning literature base on research and theory in adult learning and the need for a single, comprehensive, up-to-date textbook to use in our adult learning classes and as a resource for research in adult learning. In a very real sense, it has been the students in our programs, participants in our workshops and seminars, and colleagues in the field who have challenged us to revise and update the previous edition of the book. Others, of course, have been of invaluable assistance at various stages of the project. David Brightman, an editor at Jossey-Bass for the first three editions of Learning in Adulthood , was enormously supportive in assisting us through the process as was Amy Fandrei and Pete Gaughan for this fourth edition. Colleagues Ralph Brockett, Carol Kasworm, Ed Taylor, and Libby Tisdell unselfishly provided us with updated materials and suggested resources for us to consider. A special thanks goes to Bora Jin, student and graduate research assistant at Texas A&M University, for tracking down references, assisting in editing, and in technical matters of getting the book ready for the publisher. Thanks also to Julia Lynch, postdoctoral scholar at Texas A&M, for her editing suggestions, creation of tables and figures, and attention to detail in preparing the book manuscript. Finally, thanks to Mario Torres at Texas A&M University and Kevin Fall at Texas State University for their support. To all of you, we offer our heartfelt thanks. Of course, we also want to thank our family members and friends for their support and patience over the last year. Finally, we wish to acknowledge Rosemary S. Caffarella's invaluable contribution in the conceptualizing, researching, and writing of chapters in the earlier editions of Learning in Adulthood . Sharan B. Merriam Lisa M. Baumgartner Athens, Georgia San Marcos, Texas July 2019

3 Preface Overview of the Contents

4 About the Authors

5 Part I: Adult Learning in Contemporary Society Chapter 1: The Social Context of Adult Learning Changing Demographics Globalization Technology The Convergence of Demographics, Globalization, and Technology Summary Chapter 2: Adult Learning and Technology History of Distance Education: From Mail to MOOCs Learning Theories for Online Education Blended Learning Best Practices for Online Teaching Challenges in the Online Learning Environment Informal and Nonformal Learning and Technology The Future of Technology in Adult and Higher Education Summary Chapter 3: Learning Environments and Learning Concepts Where Learning Occurs Organizational Learning and the Learning Organization Lifelong Learning and the Learning Society Summary Chapter 4: Adult Learners: Who Participates and Why Who Participates? Why Adults Do or Do Not Participate Problematizing the Concept of Participation Summary

6 Part II: Adult Learning Theory Chapter 5: Knowles's Andragogy and McClusky's Theory of Margin Andragogy McClusky's Theory of Margin Summary Chapter 6: Self-Directed Learning Recent Applications Goals of Self-Directed Learning Self-Directed Learning as a Process Self-Direction as a Personal Attribute of Learners Applications of SDL and Building Research and Theory Summary Chapter 7: Transformative Learning Transformative Learning: Many Lenses Mezirow's Psychocritical Approach Key Concepts in Transformational Learning Tensions and Issues in Transformational Learning Theory Summary Chapter 8: Experience and Learning Learning from Life Experiences Models of Experiential Learning Educators' Roles and Purposes Instructional Methods Centering on Experience and Reflection Summary

7 Part III: Newer Approaches to Adult Learning Chapter 9: Embodied, Spiritual, and Narrative Learning Embodied Learning Spirituality and Learning Narrative Learning Summary Chapter 10: Learning and Knowing: Eastern and Indigenous Perspectives Why Study Other Ways of Learning and Knowing? The Western/Non-Western Dichotomy, Culture, and Indigenous Knowledge An Introduction to Five Eastern or Indigenous Perspectives on Learning Common Themes Across Eastern and Indigenous Perspectives Summary Chapter 11: Critical Theory, Postmodern, and Feminist Perspectives Common Themes Critical Theory and Adult Learning Critical Theory in Action Postmodernism and Adult Learning Feminist Pedagogy and Adult Learning Summary

8 Part IV: Learning and Development Chapter 12: Adult Development Four Approaches to Adult Development Biological Development Psychological Development Sociocultural Factors Integrative Perspectives Summary Chapter 13: Cognitive Development in Adulthood Foundational Work on Cognitive Development Linear and Categorical Models of Adult Cognitive Development Dialectical Thinking Wisdom: The Hallmark of Adult Thinking Summary Chapter 14: Intelligence and Aging Approaches to Intelligence Age and Intellectual Abilities Social Conceptualizations of Intelligence Intelligence, Aging, and Adult Learning Summary Chapter 15: Brain, Memory, and Cognition Neurobiology and the Brain Memory Memory and Aging Information Processing Prior Knowledge and Experience Cognitive Style and Learning Style Summary Chapter 16: Reflections on Learning in Adulthood The Learner The Context The Learning Process The Configuration of Learner, Context, and Process Some Concluding Thoughts

9 References

10 Name Index

11 Subject Index

12 End User License Agreement

1 Chapter 2 Table 2.1 Common Uses of Technology Table 2.2 Definitions of Types of Online Learning Table 2.3 Exemplary Online Teaching Practices

2 Chapter 4 Table 4.1 Percentage of Adults Who Participated in Adult Education, by Type of E...

3 Chapter 5 Table 5.1 Andragogy

4 Chapter 8Table 8.1 Assumptions Underpinning a Theory of an Ecology of ReflectionTable 8.2 Situated Cognition Principles Relating to Learning EnvironmentsTable 8.3 Cognitive Apprenticeship Phases

1 Chapter 3 Figure 3.1 Action imperatives to sustain learning organizations.

2 Chapter 4 Figure 4.1 Comprehensive lifelong learning participation model.

3 Chapter 5Figure 5.1 McClusky's theory of margin.

4 Chapter 6Figure 6.1 Dimensions of self-directed learning.Figure 6.2 Applying the Staged Self-Direction Model to a course.

5 Chapter 7Figure 7.1 Transformative learning and the digital age.

6 Chapter 8Figure 8.1 The experiential learning cycle and basic learning styles.Figure 8.2 Map of experiential learning in the social practices of modernity....

7 Chapter 9Figure 9.1 Intuitive holistic knowing.

1 Cover

2 Table of Contents

3 Begin Reading

1 iii

2 iv

3 vii

4 viii

5 ix

6 x

7 xi

8 xii

9 xiii

10 xv

11 xvi

12 1

13 2

14 3

15 5

16 6

17 7

18 8

19 9

20 10

21 11

22 12

23 13

24 14

25 15

26 16

27 17

28 18

29 19

30 20

31 21

32 22

33 23

34 24

35 25

36 26

37 27

38 28

39 29

40 30

41 31

42 32

43 33

44 34

45 35

46 36

47 37

48 38

49 39

50 40

51 41

52 42

53 43

54 44

55 45

56 46

57 47

58 48

59 49

60 50

61 51

62 52

63 53

64 54

65 55

66 56

67 57

68 58

69 59

70 60

71 61

72 62

73 63

74 64

75 65

76 66

77 67

78 68

79 69

80 70

81 71

82 72

83 73

84 74

85 75