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Clark, M. Carolyn – New Directions for Adult and Continuing Education, 2010
So, what exactly is narrative learning? And why should adult educators know about it and use it in practice? Well, the short answer to both questions is that one makes sense of all experience by narrating it (constructing it as a kind of story), so understanding how narrative works will make the practice of adult educators more effective. But…
Descriptors: Personal Narratives, Adult Learning, Adult Educators, Story Telling
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Clark, M. Carolyn; Rossiter, Marsha – New Directions for Adult and Continuing Education, 2008
Narrative is not only a method for fostering learning; it is also a way to conceptualize the learning process. In this chapter, the authors examine what narrative learning is, how it works, and how it can be used more intentionally and effectively in the education of adults. This article aims to stimulate further conversation and thought about the…
Descriptors: Learning Theories, Personal Narratives, Learning Processes, Adult Education
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Clark, M. Carolyn; Dirkx, John M. – New Directions for Adult and Continuing Education, 2008
This article concludes a volume on emotions and adult learning with a conversation about the book itself. In this article, the authors reflect on the ways in which the preceding articles contribute to a deeper understanding of the role of emotions in adult learning.
Descriptors: Adult Learning, Psychological Patterns, Adult Basic Education, Personal Narratives
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Clark, M. Carolyn – New Directions for Adult and Continuing Education, 2001
Somatic or embodied learning recognizes bodily experience as a source of knowledge. Narrative learning involves examination of personal stories as a process of meaning making and identity development. Both offer creative alternatives for adult learning. (Contains 28 references.) (SK)
Descriptors: Adult Learning, Learning Strategies, Personal Narratives, Teaching Methods
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Clark, M. Carolyn; Watson, Denise B. – New Directions for Adult and Continuing Education, 1998
Women professors of adult education reflect on their collaborative research and writing, including benefits, collaborative process, difficulties, learning outcomes, and relationship issues. (SK)
Descriptors: Adult Education, Cooperation, Faculty Publishing, Higher Education
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Clark, M. Carolyn; Caffarella, Rosemary S. – New Directions for Adult and Continuing Education, 1999
Discusses definitional issues and tensions around adult development theory. Presents a typology of developmental theories: biological, psychological, sociocultural, and integrative. (SK)
Descriptors: Adult Development, Adult Education, Adult Learning, Definitions
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Caffarella, Rosemary S.; Clark, M. Carolyn – New Directions for Adult and Continuing Education, 1999
This summative chapter reviews the models and theories of adult development discussed in this issue. Adult educators are challenged to see what has been less visible, hear what has not been heard, and think creatively about the connection between development and learning. (SK)
Descriptors: Adult Development, Adult Education, Adult Learning, Models
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Clark, M. Carolyn – New Directions for Adult and Continuing Education, 1993
Transformative learning shapes the learner in profound and far-reaching ways. Conceptualizations by Mezirow, Freire, and Daloz are based on viewing learning as change in consciousness, of humans as free and responsible, of knowledge and personal and social construct, and belief in liberal democratic society. (SK)
Descriptors: Adult Learning, Change, Humanistic Education, Individual Development