Curriculum theory in adult and lifelong education

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No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. The nature of contemporary society 1 The social nature of the individual 24 Individuals as lifelong learners 29 The human being and the need to learn 34 Summary 38 2 From adult education to lifelong learning: a conceptual framework The changing concept of education 39 Teaching, learning and education 42 Adult education and the education of adults 44 Continuing education 46 Recurrent education 51 Human resource development 55 Community education 56 Lifelong education 61 Lifelong learning 64 Summary Paulo Freire Robert M.

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No eBook available Routledge Amazon. Read, highlight, and take notes, across web, tablet, and phone. Now in its fourth edition, Adult Education and Lifelong Learning is well established, and is regarded as the most widely used text about adult education.

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Originally published in Curriculum studies and curriculum theory have tended to be pursued almost exclusively in the context of the school. Developments in curriculum theory have therefore not found reflections in much theoretical work in adult education.

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Add to Cart. Originally published in Curriculum studies and curriculum theory have tended to be pursued almost exclusively in the context of the school.

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This chapter examines the scope of the field of lifelong learning, covering definitions, environmental pressures, principal theories of development and learning, and environmental resources and structures that support lifelong learning. The chapter previews the major sections of this handbook, which cover theoretical perspectives, research on learning throughout life, methods to promote learning, goals for learning i. Keywords: learning theorylearning researchcontinuous learningadaptive changegenerative learning.

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Adult educationdistinct from child educationis a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values. In particular, adult education reflects a specific philosophy about learning and teaching based on the assumption that adults can and want to learn, that they are able and willing to take responsibility for that learning, and that the learning itself should respond to their needs. Driven by what one needs or wants to learn, the available opportunities, and the manner in which one learns, adult learning is affected by demographics, globalization and technology.

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