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Behmer, Philomena M. – New Directions for Adult and Continuing Education, 2019
This chapter describes a meditative embodied yoga approach to teaching and learning anatomy and physiology in both higher education and in yoga teacher training and how teaching in one setting has influenced teaching in the other.
Descriptors: Metacognition, Physical Activities, Teaching Methods, Learning Processes
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Li, Ai-Tzu; Wei, Hui-Chuan – New Directions for Adult and Continuing Education, 2019
This article introduces Taiwan's innovative lifelong learning programs for middle-aged and older adults, and discusses their social influence. The innovative active aging learning programs launched in 2008. The purpose of implementing active aging learning is to work at the grassroots level with the hope of providing increasingly comprehensive and…
Descriptors: Aging (Individuals), Adult Education, Government School Relationship, Educational Opportunities
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Cox, Alexandra – New Directions for Adult and Continuing Education, 2018
The "alone together" paradox is a phenomenon that occurs when adults make meaning of their learning in the online environment. By way of being "alone together," the online environment manifests a context for incidental and informal learning.
Descriptors: Informal Education, Incidental Learning, Adult Learning, Online Courses
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Watkins, Karen E.; Marsick, Victoria J.; Wofford, M. Grant; Ellinger, Andrea D. – New Directions for Adult and Continuing Education, 2018
Examples of informal and incidental learning, including an extended discussion of informal learning in flight instruction, are used to illustrate the model of informal and incidental learning in practice, as well as the nonlinear nature of this learning.
Descriptors: Informal Education, Incidental Learning, Flight Training, Models
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Hansman, Catherine A. – New Directions for Adult and Continuing Education, 2016
This chapter examines the role of mentoring in continuing professional education from a critical perspective, addressing informal and formal mentoring relationships while highlighting their potential to encourage critical reflection, learning, and coconstruction of knowledge.
Descriptors: Mentors, Informal Education, Professional Continuing Education, Role Perception
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Daley, Barbara J.; Cervero, Ronald M. – New Directions for Adult and Continuing Education, 2016
This chapter is an update and expansion of previous work and explores how professionals construct knowledge in the context of their practice by connecting concepts from their experiences and continuing professional education activities.
Descriptors: Professional Continuing Education, Professional Personnel, Learning Processes, Prior Learning
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Yorks, Lyle; Barto, Jody – New Directions for Adult and Continuing Education, 2015
Interconnections between workplace and organizational learning can highlight the ongoing changes taking place that prestage the need for learning cities and regions. The diverse institutions that comprise cities and regions can function as organizational learning mechanisms in the 21st century. Learning cities themselves can also be conceptualized…
Descriptors: Workplace Learning, Adult Education, Regional Characteristics, Lifelong Learning
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Robles, Bárbara J. – New Directions for Adult and Continuing Education, 2014
This chapter focuses on the importance of approaching economic education pedagogy as a whole-family learning process, especially in high immigrant and culturally diverse neighborhoods.
Descriptors: Money Management, Ethnic Diversity, Culturally Relevant Education, Family Literacy
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Nieves, Yolanda – New Directions for Adult and Continuing Education, 2012
This article highlights four concepts related to embodied knowledge for community awareness: (1) possibilities; (2) risk; (3) collective engagement; and (4) performance. It examines the author's narrative study investigation manifested in a performance text as a case study on how women embodied repressed knowledge and released it through…
Descriptors: Females, Social Action, Learning Processes, Fundamental Concepts
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Howden, Eric – New Directions for Adult and Continuing Education, 2012
Most people can recall a time when they learned a skill or came to understand an idea while participating in an experience: learning in such a way that the action being taken and the resulting learning outcomes were synonymous. Time spent in hands-on efforts tend to engage learners physically and emotionally in both the process of learning and the…
Descriptors: Outdoor Education, Experiential Learning, Learning Processes, Emotional Development
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Lawrence, Randee Lipson – New Directions for Adult and Continuing Education, 2012
Intuitive knowing is one of the most complex and misunderstood ways of knowing. It is difficult to put into words and verbalize. Intuition is spontaneous, heart-centered, free, adventurous, imaginative, playful, nonsequential, and nonlinear. People access intuitive knowledge through dreams, symbols, artwork, dance, yoga, meditation, contemplation,…
Descriptors: Intuition, Adult Learning, Knowledge Level, Adult Education
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Sussman, Abraham; Kossak, Mitchell – New Directions for Adult and Continuing Education, 2011
Educating adults to tap into the wisdom of their inner life can happen in many contexts: (1) higher education classrooms; (2) workshop and retreat settings; and (3) psychotherapy settings. Adults can also facilitate the development of their inner life through various self-directed learning efforts, by learning from life experience, and through…
Descriptors: Adult Education, Self Concept, Metacognition, Learning Processes
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Parrish, Marilyn McKinley – New Directions for Adult and Continuing Education, 2010
Cultural institutions are rich locations for adult learning. Despite apparent differences in mission, they are similar in many ways. Similarities include social and historical development, educational philosophy and objectives, epistemological tensions and contestations, and challenges associated when attracting and educating adult visitors. In an…
Descriptors: Adult Learning, Reflection, Cultural Centers, Social Change
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Hart, Mechthild – New Directions for Adult and Continuing Education, 2010
The author describes how the political struggles of immigrant domestic workers challenge the destructive logic of a global capitalist patriarchy. She uses her involvement in the political struggles of immigrant domestic workers as the foundation of both a critique of the destructive logic of global capitalist relations as well as a description of…
Descriptors: Immigrants, Democracy, Service Occupations, Social Systems
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Fenwick, Tara – New Directions for Adult and Continuing Education, 2008
This chapter focuses on "learning processes" in the workplace from concepts emerging in the field of adult education, without straying into pedagogies and programs that can enhance learning. It discusses four topics on learning processes that seem to be particularly important for addressing key purposes and issues of workplace learning from an…
Descriptors: Education Work Relationship, Learning Processes, Adult Educators, Adult Education
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