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Cavaliere, Lorraine A.; Sgroi, Angela – New Directions for Adult and Continuing Education, 1992
Presents an overview of the conceptual underpinnings of active, independent, and operative learning that promotes personal development and social change. Analyzes historical, philosophical, and theoretical examples and provides structural limits to compare active learning in multiple contexts. (JOW)
Descriptors: Adult Education, Individual Development, Learning Theories, Social Change
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Langer, Ellen J.; Brown, Justin Pugh – New Directions for Adult and Continuing Education, 1992
Discusses the synthesis of a body of psychological research that describes the human characteristic referred to as "mindfulness." Analyzes the concept as it relates to personal development and educational settings. (JOW)
Descriptors: Adult Education, Classification, Failure, Individual Development
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Oliver, Leonard P. – New Directions for Adult and Continuing Education, 1992
Traces the history and influence of study circles, describes the opportunities for personal growth provided by this format and the learning behaviors exhibited by participants, and examines how study circles are conducted and how their techniques engage participants. (JOW)
Descriptors: Adult Education, Cooperative Learning, Experiential Learning, Group Dynamics
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Zwerling, L. Steven – New Directions for Adult and Continuing Education, 1992
The "portable skills" developed through the process of learning in the humanities enhance the individual in all life roles and have particular applicability in the workplace. (JOW)
Descriptors: Access to Education, Adult Education, Career Education, Individual Development
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Watkins, Karen E. – New Directions for Adult and Continuing Education, 1996
Organizations learn when they embed new practices and values and make real changes. Organizational learning must address group tendencies toward helplessness and conformity. Individuals still bear responsibility for monitoring what is learned. (SK)
Descriptors: Adult Education, Group Dynamics, Human Resources, Individual Development
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Marsick, Victoria J.; Neaman, Peter G. – New Directions for Adult and Continuing Education, 1996
The lukasa, an African mnemonic device, illustrates the way in which individual meaning-making enables adults to interpret and shape organizational meaning-making. This may be limited by power abuses, lack of learning skills or developmental capacity, and the changing social contract. (SK)
Descriptors: Adult Education, Human Resources, Individual Development, Labor Force Development
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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
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Goldberg, Joan C. – New Directions for Adult and Continuing Education, 1993
A consultant who works primarily with women focuses on the promotion of personal change through the use of group processes and collaborative learning reflects on her role as an adult education consultant. (JOW)
Descriptors: Adult Education, Change Agents, Consultants, Females
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Ellerington, David; And Others – New Directions for Adult and Continuing Education, 1992
Striving to be learning organization, Imperial Oil of Canada focused on organizational, divisional, and individual capability development. Lessons learned include the following: (1) all levels of employees are potential professionals; (2) learning must be continuous; (3) intrinsic motivation and commitment are essential; and (4) organizational…
Descriptors: Corporate Education, Foreign Countries, Human Resources, Individual Development
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Carfagna, Rosemarie – New Directions for Adult and Continuing Education, 1995
Ursuline College's core curriculum approaches the cognitive and ethical development of women through three anchors: (1) introductory seminar, focused on moving from received to subjective knowing; (2) introduction to culture, moving from subjective to procedural knowing through a wide variety of perspectives; and (3) culminating seminar, focusing…
Descriptors: Adult Development, Core Curriculum, Curriculum Development, Females
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