3 Questions 200 Words Each APA Writing & References & TURNITIN Required DUE IN 1 HOUR
N EW ER A PPR OACH ES T O A D U LT L EA R N IN G
fr o m
Le arn in g in A dult h ood: A C om pre hensiv e G uid e
Vie w a rtic le o n
Cre do
In th e m ore th an s e ve n y e ars b e tw een th e la st e dit io n o f
Le arn in g in A dult h ood
a nd th is th ir d e dit io n,
th e re h as b e en a b urg e onin g o f in te re st b o th in o th e r w ays o f k n o w in g a nd le arn in g, a nd in a pply in g th e
to ols o f c rit iq ue a nd p o stm ode rn is m to o ur m ore tr a dit io nal u nde rs ta ndin gs o f a dult le arn in g. T hus in th is
Part T hre e w e h ave a dde d tw o to ta lly n e w c h apte rs . T he fir s t a tte m pts to c a ptu re th e n o nco gnit iv e
dim ensio ns o f le arn in g, le arn in g th at is e m bo die d, s p ir it u al, a nd n arra tiv e o r “ s to rie d.” T he s e co nd n e w
ch apte r ta ke s u s to o th e r c u lt u re s a nd s yste m s o f k n o w in g a nd le arn in g, fo r in sig hts w it h w hic h w e c a n
augm ent o ur W este rn o rie nta tio n to le arn in g. A lt h o ugh c e rta in ly n o nco gnit iv e a nd n o n-W este rn
unde rs ta ndin gs o f le arn in g a re n o t a t a ll “ n e w ” in th e w orld , th e ir e m erg e nce in o ur a dult le arn in g
lit e ra tu re a nd p ra ctic e is r e la tiv e ly n e w . T he th ir d c h apte r in P art T hre e u pdate s c rit ic a l, fe m in is t, a nd
po stm ode rn p e rs p e ctiv e s o n a dult le arn in g.
Most o f o ur k n o w le dge o f a dult le arn in g is c e nte re d o n th e m in d— th at is , c o gnit iv e p ro ce sse s r e la te d to
acq uir in g, s to rin g, a nd m akin g m eanin g o f n e w in fo rm atio n. B ut th e w ho le p e rs o n is a lw ays in vo lv e d in
le arn in g, e ve n w he n w e th in k it is ju st o ur b ra in . F ir s t d is cu sse d in C hapte r E ig ht is le arn in g th ro ugh th e
bo dy, o r w hat is c a lle d
so m atic
o r
em bodie d
le arn in g. T his ty p e o f le arn in g is le arn in g
in
a n e xp e rie nce
as it o ccu rs , r a th e r th an fr o m r e fle ctin g
on
th e e xp e rie nce a fte r it o ccu rs . T he b o dy a ctu ally h as
re ce pto rs th ro ugho ut th at ta ke in s e nso ry in fo rm atio n. A t tim es w e a tte nd to th is in fo rm atio n b e tte r th an
at o th e rs , a s w he n w e h ave a p hysic a l, e m otio nal, o r “ g ut” r e actio n to w hat is tr a nsp ir in g a ro und u s. In
th is c h apte r w e a ls o e xp lo re th e n o tio n o f s p ir it u alit y , b y it s n atu re d if fic u lt to d e fin e a nd g ra sp .
Neve rth e le ss, th e n o tio n o f s p ir it u alit y a nd it s p la ce in o ur liv e s a nd o ur le arn in g h as c a ptu re d th e
atte ntio n o f n o t o nly th e p o pula r p re ss b ut a ls o a dult e duca to rs . W hat is b e in g a ckn o w le dge d is th at o ur
sp ir it u al s e lv e s h e lp d e fin e w ho w e a re , w he th e r w e a re a t w ork , a t h o m e, o r in a c la ssro om . F in ally ,
whe th e r o ur le arn in g is th ro ugh o ur m in d, o ur b o dy, o ur s p ir it , o r s o m e c o m bin atio n o f th e se , w e o fte n
make s e nse o f th is le arn in g th ro ugh n arra tiv e , th ro ugh p uttin g it in to a s to ry fo rm at. W e le arn fr o m
“s to ry in g” o ur e xp e rie nce .
Chapte r N in e e xp lo re s n o n-W este rn a ppro ach e s to le arn in g. Im mers e d a s w e a re in o ur o w n W este rn
orie nta tio n to le arn in g a nd k n o w in g, a n o rie nta tio n th at p riv ile ge s c o gnit io n, in div id ualit y , a uto no m y, a nd
in de pe nde nce o f th o ught, w e k n o w lit tle a bo ut o th e r c u lt u re s a nd s yste m s o f k n o w in g a nd le arn in g. In
th is c h apte r w e d is cu ss th e v a lu e o f le arn in g fr o m o th e rs a nd s o m e k e y c o nce pts fo r u nde rs ta ndin g th is
appro ach . T he n w e p ro vid e a s a m plin g o f fiv e n o n-W este rn p e rs p e ctiv e s o n le arn in g: C onfu cia n, H in du,
Mao ri, Is la m ic , a nd A fr ic a n in dig e no us k n o w le dge . W e c o nclu de th e c h apte r b y id e ntif y in g s o m e th e m es
co m mon to n o n-W este rn a nd in dig e no us p e rs p e ctiv e s. E m phasiz e d a re th e n o tio ns th at le arn in g is
in te rd e pe nde nt, c o m munal, h o lis tic , a nd in fo rm al.
The la st c h apte r in P art T hre e is tit le d “ C rit ic a l T he ory , P ost-m ode rn , a nd F e m in is t P ers p e ctiv e s.” W hile
so m e o f th e w ork fr o m th e se p e rs p e ctiv e s h as b e en a va ila ble fo r d e ca de s, it h as o nly b e en s in ce th e
early 19 90s th at a dult e duca to rs h ave th o ught a bo ut h o w th e se id e as m ig ht a pply to a dult le arn in g a nd
th e p ra ctic e o f a dult e duca tio n to day. U nde rly in g a ll th re e o f th e se a ppro ach e s is q ue stio nin g th e w ay
th in gs a re . E ach a ppro ach , to v a ry in g d e gre es, h as d ir e cte d a tte ntio n to h o w r a ce , c la ss, a nd g e nde r
sh ape th e le arn in g tr a nsa ctio n, h o w p o w er a nd o ppre ssio n a re in he re nt in th e p ro ce ss, a nd h o w
kn o w le dge a nd tr u th a re c o nstr u e d d e pe ndin g o n th e th e ore tic a l fr a m ew ork . In a ddit io n to th e se
ge ne ra l c o nce pts , w hic h c u t a cro ss s e ve ra l p e rs p e ctiv e s, w e lo ok s p e cif ic a lly a t th e c o ntr ib utio ns m ade
h ttp ://lib ezp .lib .ls u .e du/lo gin ?
u rl= http ://s e arc h .c re dore fe re nce .c o m /c o nte nt/e ntr y /w ile yla /n ew er_ appro ach es_ to _adult_ le arn in g/0 by e ach o f th e th re e s ch o ols o f th o ught: c rit ic a l th e ory , p o stm ode rn is m , a nd fe m in is t p e dago gy.
EM BO DIE D , S PIR IT U AL, A N D N ARRATIV E L E A RN IN G
LE A RN IN G A N D K N O W IN G: N O N-W ES TER N P ER SPEC TIV ES
CRIT IC AL T H EO RY, P O STM ODER N , A N D F E M IN IS T P ER SPEC TIV ES
20 07 b y J o hn W ile y & S ons, In c. A ll r ig hts r e se rv e d.
h ttp ://lib ezp .lib .ls u .e du/lo gin ?
u rl= http ://s e arc h .c re dore fe re nce .c o m /c o nte nt/e ntr y /w ile yla /n ew er_ appro ach es_ to _adult_ le arn in g/0 APA
New er a ppro ach e s to a dult le arn in g. (2 0 07). In S . B . M erria m , R . S . C affa re lla , & L . M . B aum gartn e r,
Le arn in g in a dult h ood: a c o m pre hensiv e g uid e
(3 rd e d.) . H obo ke n, N J: W ile y. R etr ie ve d fr o m
http :/ /lib e zp .lib .ls u .e du/lo gin ?
url= h ttp :/ /s e arc h .c re do re fe re nce .c o m /c o nte nt/e ntr y /w ile yla /n e w er_ appro ach e s_ to _adult _ le arn in g/0 ?
in stit u tio nId =4 63
Chic ag o
"N ew er A ppro ach e s to A dult L e arn in g." In
Le arn in g in A dult h ood: A C om pre hensiv e G uid e
, b y S hara n B .
Merria m , R ose m ary S . C affa re lla , a nd L is a M . B aum gartn e r. 3 rd e d. W ile y, 2 0 07.
http :/ /lib e zp .lib .ls u .e du/lo gin ?
url= h ttp :/ /s e arc h .c re do re fe re nce .c o m /c o nte nt/e ntr y /w ile yla /n e w er_ appro ach e s_ to _adult _ le arn in g/0 ?
in stit u tio nId =4 63
H arv ard
New er a ppro ach e s to a dult le arn in g. (2 0 07). In S .B . M erria m , R .S . C affa re lla & L .M . B aum gartn e r,
Le arn in g in a dult h ood: a c o m pre hensiv e g uid e
. (3 rd e d.) . [O nlin e ]. H obo ke n: W ile y. A va ila ble fr o m :
http :/ /lib e zp .lib .ls u .e du/lo gin ?
url= h ttp :/ /s e arc h .c re do re fe re nce .c o m /c o nte nt/e ntr y /w ile yla /n e w er_ appro ach e s_ to _adult _ le arn in g/0 ?
in stit u tio nId =4 63 [A cce sse d 2 8 J u ly 2 0 17 ].
M LA
"N ew er A ppro ach e s to A dult L e arn in g."
Le arn in g in A dult h ood: A C om pre hensiv e G uid e
, S hara n B .
Merria m , e t a l., W ile y, 3 rd e dit io n, 2 0 07.
Cre do R efe re nce
, h ttp :/ /lib e zp .lib .ls u .e du/lo gin ?
url= h ttp :/ /s e arc h .c re do re fe re nce .c o m /c o nte nt/e ntr y /w ile yla /n e w er_ appro ach e s_ to _adult _ le arn in g/0 ?
in stit u tio nId =4 63. A cce sse d 2 8 J u l 2 0 17 .
h ttp ://lib ezp .lib .ls u .e du/lo gin ?
u rl= http ://s e arc h .c re dore fe re nce .c o m /c o nte nt/e ntr y /w ile yla /n ew er_ appro ach es_ to _adult_ le arn in g/0
