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• Cover
• Acknowledgments
• Preface
• Overview of the Contents
• About the Authors
• 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
• 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
• 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
• 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
• References
• Name Index
• Subject Index
• End User License Agreement