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• Front Matter
• PREFACE
• Purpose and Audience
• Overview of Contents
• Acknowledgments
• THE AUTHORS
• CHAPTER ONE ADULT LEARNING IN TODAY’S WORLD
• The Social Context of Adult Learning
• Globalization
• The Knowledge Society
• Technology
• Changing Demographics
• TABLE 1.1 IF THE WORLD CONSISTED OF 100 PEOPLE
• TABLE 1.2 PERCENTAGE OF POPULATION AGED 60 AND OLDER
• TABLE 1.3 THE TOP 10 COUNTRIES WITH THE HIGHEST PERCENTAGES OF 60+ POPULATIONS IN 2011 AND 2050
• The Adult Learner and Learning in Adulthood
• The Adult Learner
• Participation in Adult Learning Activities
• TABLE 1.4 COUNTRY GROUPINGS BY PARTICIPATION IN ORGANIZED FORMS OF ADULT EDUCATION IN THE PREVIOUS YEAR, POPULATION AGED 16–65
• Settings Where Learning Occurs
• Chapter Summary
• Linking Theory and Practice: Activities and Resources
• Chapter Highlights
• CHAPTER TWO TRADITIONAL LEARNING THEORIES
• What Is Learning?
• Learning Theories
• Behaviorism—Learning Is a Change in Behavior
• Humanism—Learning Is About the Development of the Person
• Cognitivism—Learning Is a Mental Process
• Social Cognitive Theory—Learning Is Social and Context Bound
• Constructivism—Learning Is Creating Meaning from Experience
• Chapter Summary
• Linking Theory and Practice: Activities and Resources
• EXHIBIT 2.1 RELATIONSHIPS OF DIMENSIONS OF TEACHING AND ORIENTATION TO LEARNING
• Chapter Highlights
• CHAPTER THREE ANDRAGOGY: THE ART AND SCIENCE OF HELPING ADULTS LEARN
• Before Andragogy
• Assumptions About Adult Learners
• The Learner’s Self-Concept
• Experience
• Readiness to Learn
• Problem-Centered Orientation
• Internal Motivation
• The Need to Know
• Andragogy Today
• Chapter Summary
• Linking Theory and Practice: Activities and Resources
• Chapter Highlights
• CHAPTER FOUR SELF-DIRECTED LEARNING
• The Nature of Self-Directed Learning
• Defining SDL
• Goals of SDL
• Myths of SDL
• The Process of Self-Directed Learning
• SDL as a Personal Attribute
• TABLE 4.1 GROW’S SELF-DIRECTED LEARNING STAGES
• Self-Directed Learning in Various Contexts
• Assessing Self-Directed Learning
• TABLE 4.2 COSTA AND KALLICK’S CRITERIA FOR SELF-DIRECTED LEARNER ASSESSMENT
• Critiques of Self-Directed Learning
• Chapter Summary
• Linking Theory and Practice: Activities and Resources
• Chapter Highlights
• EXHIBIT 4.1 INDEPENDENT STUDY LEARNING CONTRACT
• General Information
• Contract
• CHAPTER FIVE TRANSFORMATIVE LEARNING
• What Is Transformative Learning?
• The Cognitive Perspective
• Beyond Rational
• Social Change
• Sites of Transformative Learning
• Individual
• Classroom and Online
• Workplace
• Community
• Promoting and Evaluating Transformative Learning
• Concluding Thoughts, Unresolved Issues
• Chapter Summary
• Linking Theory and Practice: Activities and Resources
• Chapter Highlights
• CHAPTER SIX EXPERIENCE AND LEARNING
• On the Relationship Between Experience and Learning
• Models of Experiential Learning
• Kolb’s Experiential Learning Cycle
• FIGURE 6.1 THE EXPERIENTIAL LEARNING CYCLE AND BASIC LEARNING STYLES (KOLB, 1984)
• Three Models from Adult Educators
• Reflective Practice and Situated Cognition
• Reflective Practice
• Situated Cognition
• Communities of Practice
• Chapter Summary
• Linking Theory and Practice: Activities and Resources
• FIGURE 6.2 TEACHING AROUND THE CIRCLE
• Chapter Highlights
• CHAPTER SEVEN BODY AND SPIRIT IN LEARNING
• Embodied Learning
• What Is Embodied Learning?
• Embodied Learning in Practice
• The Spirit in Learning
• Spirituality and Learning
• Spirituality in Adult Education
• Chapter Summary
• Linking Theory and Practice: Activities and Resources
• Chapter Highlights
• CHAPTER EIGHT MOTIVATION AND LEARNING
• Motivation Defined
• Motivation Theory
• TABLE 8.1 CLASSICAL MOTIVATION THEORIES
• Motivation in Adult Education
• TABLE 8.2 COMPARISON OF BOSHIER’S ADULT LEARNING MOTIVATIONAL FACTORS WITH CLASSICAL MOTIVATION THEORY
• McClusky’s Theory of Margin
• TABLE 8.3 LOAD AND POWER
• Wlodkowski’s Integrated Levels of Adult Motivation
• TABLE 8.4 INSTRUCTIONAL ACTIVITIES: WLODKOWSKI’S SUMMARY OF MOTIVATIONAL STRATEGIES
• Chapter Summary
• Linking Theory and Practice: Activities and Resources
• Chapter Highlights
• CHAPTER NINE THE BRAIN AND COGNITIVE FUNCTIONING
• Brain Basics
• FIGURE 9.1 THE TRIUNE BRAIN
• FIGURE 9.2 THE HEMISPHERIC BRAIN
• Memory
• Intelligence
• Fluid and Crystallized Intelligence
• FIGURE 9.3 FLUID AND CRYSTALLIZED INTELLIGENCE
• Gardner’s Multiple Intelligences (MI)
• Sternberg’s Triarchic Theory of Intelligence
• Goleman’s Emotional Intelligence
• Cognitive Development and Wisdom
• Chapter Summary
• Linking Theory and Practice: Activities and Resources
• Chapter Highlights
• CHAPTER TEN ADULT LEARNING IN THE DIGITAL AGE
• The Technology Context
• The Connected Adult Learner
• Demand for eLearning
• The Digital Divide
• Adult Learners in the Digital Age
• Adult Learners Online
• Higher Education.
• Social Networking.
• Online Learning Opportunities.
• Effectiveness of Online Learning
• Navigating the Negative Aspects and Challenges of the Technology Context
• The Teaching-Learning Context of the Digital Age
• Helping Learners Become Savvy Consumers of Online Learning
• Applying Evaluative Criteria to Websites.
• Finding Reputable Information.
• How Technology Is Changing and Challenging Our Roles as Educators
• Chapter Summary
• Linking Theory and Practice: Activities and Resources
• Chapter Highlights
• CHAPTER ELEVEN CRITICAL THINKING AND CRITICAL PERSPECTIVES
• Being Critical
• Critical Theory
• TABLE 11.1 ASPECTS OF BEING CRITICAL
• Critical Perspectives
• Postmodernism
• Feminist Pedagogy
• Critical Race Theory (CRT)
• Queer Studies
• Multiculturalism
• Critical Management Studies (CMS)
• Critical Human Resource Development (CHRD)
• Critical Thinking
• Defining Critical Thinking
• Reflecting on Assumptions and Beliefs
• Critiquing Thought and Action
• Connecting Individual Experience to Broader Social Conditions
• Critical Action—Mindful and Timely Intervention
• Creating a Critical Classroom
• Introducing Critical Theory
• TABLE 11.2 ACTIVITIES FOR CREATING A CRITICAL CLASSROOM
• Facilitating Critical Thinking
• Fostering Critical Reflection.
• Building a Learning Community.
• Practicing Dialogical Conversation.
• Taking Critical Action
• Chapter Summary
• Linking Theory and Practice: Activities and Resources
• Chapter Highlights
• CHAPTER TWELVE CULTURE AND CONTEXT, THEORY AND PRACTICE IN ADULT LEARNING
• Culture and Context
• Culture and Learning
• Culturally Relevant Teaching
• The Relationship Between Theory and Practice
• A Framework for Adult Learning
• Chapter Summary
• Linking Theory and Practice: Activities and Resources
• FIGURE 12.1 EXAMPLE PIE CHART
• Chapter Highlights
• Back Matter
• REFERENCES
• NAME INDEX
• SUBJECT INDEX