Overview

Sponsored by the American Association of Adult & ContinuingEducation This monumental work is a testimony to the science of adulteducation and the skills of Wilson and Hayes. It is a veritablefeast for nourishing our understanding of the current field ofadult education. The editors and their well-chosen colleaguesconsistently question how we know and upon what grounds we act.They invite us to consider not only how we can design effectiveadult education, but also why we practice in a particularsocio-economic context. --Jane Vella, author of Taking Learning to Taskand Learning to Listen, Learning to Teach This new handbook captures the exciting intellectual andprofessional development of our field in the last decade. It is anindispensable resource for faculty, students, andprofessionals. --Jack Mezirow, emeritus professor, Adult andContinuing Education, Teachers College, Columbia University For nearly seventy years, the handbooks of adult and continuingeducation have been definitive references on the best practices, programs, and institutions in the field. In this new edition, oversixty leading authorities share their diverse perspectives in asingle volume--exploring a wealth of topics, including: learningfrom experience, adult learning for self-development, race andculture in adult learning, technology and distance learning, learning in the workplace, adult education for community action anddevelopment, and much more. Much more than a catalogue of theoryand historical facts, this handbook strongly reflects the values ofadult educators and instructors who are dedicated to promotingsocial and educational opportunity for learners and to sustainingfair and ethical practices.

Full Product Details

Author:   Arthur L. Wilson (Cornell University) ,  Elisabeth Hayes (University of Wisconsin-Madison)
Publisher:   John Wiley & Sons Inc
Imprint:   Jossey-Bass Inc.,U.S.
Edition:   New Edition
ISBN:  

9780470545980

ISBN 10:   0470545984
Pages:   768
Publication Date:   27 April 2009
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Electronic book text
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Preface. The Editors. Contributors. PART ONE: INTRODUCTION. 1 A Selective History of the Adult Education Handbooks (A. L.Wilson and E. R. Hayes). 2 On Thought and Action in Adult and Continuing Education (A.L. Wilson and E. R. Hayes). 3 The Concept of Critically Reflective Practice (Stephen D.Brookfield). PART TWO: THE PROFESSION'S COMMON CONCERNS. 4 Linking the Individual Learner to the Context of AdultLearning (Rosemary Caffarella and Sharan B. Merriam). 5 Learning from Experience in Adult Education (NodMiller). 6 Adult Learning for Self-Development and Change (MarkTennant). 7 Moving Beyond a Unitary Self: A Reflective Dialogue (M.Carolyn Clark and John M. Dirkx). 8 Discourses and Cultures of Teaching (Daniel D. Pratt andTom Nesbit). 9 Different Perspectives on Teaching for Critical Consciousness(Elizabeth J. Tisdell, Mary Stone Hanley, and Edward W.Taylor). 10 The Invisible Politics of Race in Adult Education (JuanitaJohnson-Bailey and Ronald M. Cervero). 11 Cultures of Transformation (Ann K. Brooks). 12 Planning Educational Programs (Thomas J. Sork). 13 From Functionalism to Postmodernism in Adult EducationLeadership (Joe F. Donaldson and Paul Jay Edelson). 14 Adult Education and Democracy: Reclaiming Our Voice throughSocial Policy (B. Allan Quigley). 15 Adult Learning and Technology (Carol E. Kasworm andCarroll A. Londoner). PART THREE: THE PROFESSION IN PRACTICE. 16 Adult Literacy (Eunice N. Askov). 17 Adult Basic Education and the Crisis of Accountability(Barbara Sparks and Elizabeth A. Peterson). 18 Moving Beyond Performance Paradigms in Human ResourceDevelopment (Laura L. Bierema). 19 Putting Meaning into Workplace Learning (Tara J.Fenwick). 20 Adult Education, Communication, and the Global Context(Linda Ziegahn). 21 Adult Education for Community Action (D. Merrill Ewert andKristen A. Grace). 22 Adult Education in Rural Community Development (Lilian H.Hill and Allen B. Moore). 23 Exploring Community in Community College Practice (IrisM. Weisman and Margie S. Longacre). 24 Continuing Professional Education (Donna S.Queeney). 25 Control and Democracy in Adult Correctional Education(Howard S. Davidson). 26 Cooperative Extension (Glenn J. Applebee). 27 Distance Education for Lifelong Learning (Chere CampbellGibson). 28 English as a Second Language in Adult Education (RichardA. Orem). 29 Adult Learners in Higher Education (Carol E. Kasworm,Lorilee R. Sandmann, and Peggy A. Sissel). 30 Contributions of the Military to Adult and ContinuingEducation (Steve F. Kime and Clinton L. Anderson). 31 Older Adult Learning (James C. Fisher and Mary AliceWolf). 32 Formal Mentoring Programs (Catherine A. Hansman). 33 Prior Learning Assessment: The Quiet Revolution (Alan M.Thomas). 34 A Postmodern Approach to Adult Religious Education (LeonaM. English and Marie A. Gillen). 35 Urban Contexts for Adult Education Practice (Barbara J.Daley, James C. Fisher, and Larry G. Martin). PART FOUR: REFLECTING ON THE PROFESSION. 36 Adult Education and Society (Thomas W. Heaney). 37 A Sociology of Adult Education (Phyllis M.Cunningham). 38 The Politics of Knowledge Construction (David Deshler andNancy Grudens-Schuck). 39 Evolving Directions in Professionalization and Philosophy(Ronald Podeschi). 40 Defining the Profession: A Critical Appraisal (Susan Imel,Ralph G. Brockett, and Waynne Blue James). 41 The Learning Society (John Holford and PeterJarvis). 42 Reflections on the Field (E. R. Hayes and A. L.Wilson). Resource: Contents of Past Handbooks. Handbook of Adult Education in the United States (1934). Handbook of Adult Education in the United States (1936). Adult Education in Action (1936). Handbook of Adult Education in the United States (1948). Handbook of Adult Education in the United States (1960). Handbook of Adult Education (1970). Adult Education Association Handbook Series in AdultEducation. Building an Effective Adult Education Enterprise (1980). Changing Approaches to Studying Adult Education (1980). Developing, Administering, and Evaluating Adult Education(1980). Redefining the Discipline of Adult Education (1980). Serving Personal and Community Needs through Adult Education(1980). Comparing Adult Education Worldwide (1981). Examining Controversies in Adult Education (1981). Preparing Educators of Adults (1981). Handbook of Adult and Continuing Education (1989). Name Index. Subject Index.

Reviews

This monumental work is a testimony to the science of adulteducation and the skills of Wilson and Hayes. It is a veritablefeast for nourishing our understanding of the current field ofadult education. The editors and their well-chosen colleaguesconsistently question how we know and upon what grounds we act.They invite us to consider not only how we can design effectiveadult education, but also why we practice in a particularsocioeconomic context. My dear departed friends, Paulo Freire andMalcolm Knowles, would be delighted at the politics and science ofthis encyclopedic handbook. (Jane Vella, author of Taking Learningto Task and Learning to Listen, Learning to Teach) This new handbook captures the exciting intellectual andprofessional development of our field in the last decade. Itsrecognition of the central role of critical reflection, self-reflection, and reflective discourse in the construction ofmore depAndable knowledge and in adult learning constitutes a majoradvance. Implications of this challenging paradigm are reshapingthe practice of adult education in all of its fields ofapplication. An indispensable resource for faculty, students, andprofessionals. (Jack Mezirow, emeritus professor, Adult andContinuing Education, Teachers College, Columbia University) A rich and diverse array of writers critically reflect on currenttheory and practice in the field of adult and continuing education.This engaging and refreshing handbook is a treasure chest foranyone wishing to know more about the profession and gain multiplenew perspectives, including one on experiential learning. A mustread for practitioners, professors, researchers, and newcomersalike. It will influence, shape, and guide how we will serve ourconstituencies in the next decade. (John A. Henschke, associateprofessor, Adult Education, University of Missouri, St. Louis)

Author Information

ARTHUR L. WILSON is associate professor of adult education in the Department of Education at Cornell University. He is coeditor of Adult Education Quarterly and coauthor of Planning Responsibly for Adult Education (1994), What Really Matters in Adult Education Program Planning (1996), and Power in Practice (2000), all from Jossey-Bass. ELISABETH R. HAYES is professor of curriculum and instruction and a faculty member in the Graduate Program in Continuing and Vocational Education at the University of Wisconsin-Madison. She is coeditor of Adult Education Quarterly and coauthor of Women as Learners (Jossey-Bass, 2000). Her other publications include Effective Teaching Styles (1989) and Confronting Racism and Sexism (1994), both from Jossey-Bass.

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