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Formenti, Laura – New Directions for Adult and Continuing Education, 2019
This chapter describes a practice of philosophical meditation as a way to transformation in an Italian context. It makes use of poetic and autoethnographic writing to highlight some features of the method, and offers suggestion for adult education practice.
Descriptors: Poetry, Ethnography, Writing (Composition), Transformative Learning
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Roumell, Elizabeth A. – New Directions for Adult and Continuing Education, 2018
This chapter defines grassroots community education, makes connections to Dewey's philosophy of experiential learning, and then describes a recent occurrence of indigenous activism that illustrates Dewey's relevance to community learning.
Descriptors: Community Education, Educational Philosophy, Experiential Learning, Indigenous Populations
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Beard, Colin – New Directions for Adult and Continuing Education, 2018
This chapter considers whether John Dewey's writings about experiential education are relevant to modern-day conceptions of adult experiential learning. It highlights how some of the threads of Dewey's thinking are still pertinent, but much more complex.
Descriptors: Educational Philosophy, Experiential Learning, Adult Learning, Adult Education
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Kett, Joseph F. – New Directions for Adult and Continuing Education, 2018
By comparing Dewey to adult educators who shared his philosophical values but not his faith in the promise of public schools, this chapter provides a fresh perspective on his concept of building education on experience.
Descriptors: Adult Education, Adult Educators, Educational Philosophy, Educational Attitudes
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Rocco, Tonette S.; McGill, Craig M. – New Directions for Adult and Continuing Education, 2018
This chapter explores discrepancies between Mandatory Continuing Education (MCE) for adults and Dewey's philosophy in which learners are motivated by their own purposes.
Descriptors: Adult Education, Educational Philosophy, Learning Motivation, Mandatory Continuing Education
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Kohli, Wendy – New Directions for Adult and Continuing Education, 2018
This chapter shows, through reflection on and examples of my own teaching, the relevance of Dewey's pedagogy of experience to the preparation of teachers.
Descriptors: Adult Education, Teacher Education Programs, Higher Education, Educational Philosophy
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Greenaway, Roger – New Directions for Adult and Continuing Education, 2018
This chapter describes debriefing or reflective learning practices that help ensure that real-life experiences of potential value will (in Dewey's words) "live fruitfully and creatively in subsequent experiences."
Descriptors: Educational Philosophy, Reflection, Teaching Methods, Experience
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Harris, Judy – New Directions for Adult and Continuing Education, 2018
This chapter evaluates Dewey's thinking in relation to the theorization of Prior Learning Assessment (PLA). It compares Dewey's concepts with ideas from social realism, Vygotsky, and cultural historical activity theory, illustrated by PLA research in South Africa.
Descriptors: Educational Philosophy, Prior Learning, Cultural Influences, Social Theories
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Coulter, Xenia; Mandell, Alan – New Directions for Adult and Continuing Education, 2018
In this chapter, the editors integrate various threads from the earlier chapters to note the extent to which, together, these essays deepen our understanding of Dewey and identify new ways of thinking about adult education.
Descriptors: Educational Philosophy, Adult Education, Educational Methods
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Merrill, Michael – New Directions for Adult and Continuing Education, 2018
When Dewey's reflections on the philosophy of experience required for a philosophy of education are considered from the standpoint of vocational education, often-neglected corners and relatively obscure aspects of his thought are illuminated.
Descriptors: Vocational Education, Educational Philosophy, Experience
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Nicolaides, Aliki; Scully-Russ, Ellen – New Directions for Adult and Continuing Education, 2018
In this final chapter, we identify and elaborate the connections throughout the volume. We explore the philosophical underpinnings of the original model and analyze how the different lenses in these chapters lead the authors to new understandings of informal and incidental learning that trouble some of the features of the original model. We…
Descriptors: Informal Education, Incidental Learning, Models, Educational Philosophy
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Yang, Shih-ying – New Directions for Adult and Continuing Education, 2011
Wisdom enables people to lead a good life. The pursuit of wisdom is an important goal for adult education, and adult education is important for developing wisdom in individuals and communities. The good life for humankind is threatened by global warming, shortages of natural resources, cultural and religious conflicts, and financial crises, and…
Descriptors: Knowledge Level, Adult Education, Cultural Differences, Asians
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Fraser, Wilma; Hyland-Russell, Tara – New Directions for Adult and Continuing Education, 2011
This article invokes the spirit of "Sophia" as metaphorical guide for an ongoing reclamation of wisdom spaces and describes a path for educators and practitioners that can assist in the recovery of wisdom in the face of increasing pressures of measurable outcomes within the field of lifelong learning. The authors first examine wisdom…
Descriptors: Foreign Countries, Figurative Language, Lifelong Learning, Adult Learning
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Kemp, Amanda; Parrish, Marilyn McKinley – New Directions for Adult and Continuing Education, 2010
Through in-depth research into the lives of African Americans, playwright Dr. Amanda Kemp critically engages the narratives, texts, and stories that are often lost within dominant community and national narratives. The framework for her work is Black feminism and performance theory. Kemp and her drama group, Theatre for Transformation, produce…
Descriptors: Archives, Information Sources, Writing Processes, Theater Arts
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Alfred, Mary V. – New Directions for Adult and Continuing Education, 2009
This chapter describes social capital theory as a framework for exploring women's networking and social capital resources. It presents the foundational assumptions of the theory, the benefits and risks of social capital engagement, a feminist critique of social capital, and the role of social capital in adult learning.
Descriptors: Females, Adult Learning, Adult Education, Adult Students
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