书评:《成人学习者:成人教育和人力资源开发的权威经典》,作者:M. S.诺尔斯、E. F.霍尔顿三世、R. A.斯旺森和P. A.罗宾逊

IF 1.5 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Maja Stojanovic´
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引用次数: 0

摘要

Knowles、Holton、Swanson和Robinson于2020年出版的《成人学习者:成人教育和人力资源开发的决定性经典》是马尔科姆·S·Knowles 1973年出版的书《成人学习:被忽视的物种》的第九版。尽管基本思想和概念仍然存在,但预计自本书第一版以来发生了很大变化。这篇综述将讨论在第八版(2015年)和第九版(2020年)出版之间对该卷所做的更改。最值得注意的是,第九版除了Knowles、Holton和Swanson之外,还有第四位作者Petra a.Robinson。鉴于Robinson的研究议程侧重于多样性、公平性、包容性和社会正义问题,增加一章关于成人学习中的多样性和包容性(第11章)是有意义的。2020年版增加的另一章侧重于成人学习者和在线成人学习者(第13章),讨论了在线学习已成为常态的时期的一个高度相关的话题,尤其是如果学习者是自主的。不出所料,还对章节顺序和章节内进行了小的编辑(例如,第17章“Andragogy的未来”进行了更新,增加了一节关于Andragoggy和定性研究的内容),并删除了一些章节和章节(例如,整体-部分-整体学习模型)。与前一版本一样,内容分为五个部分,每个部分由几个章节组成。前两部分,“成人学习”和“学习和教学理论的背景”,考察了基本概念和理论,在两个版本之间保持不变。这两部分的主要受众也保持不变,因为这些部分对该领域的研究生和新手研究人员特别有用。第三部分包括两个新的、以实践为导向的章节,重点关注成人学习的进步,将andragogy置于当代实践的背景下。本部分的章节研究了与多样性和包容性、神经科学和技术相关的andragogy。第四部分现在包括关于国际和未来前景的叙述,而结论部分则专门讨论实施andragogy的工具和资源。通过重组章节书评
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Book Review: The adult learner: The definitive classic in adult education and human resource development by M. S. Knowles, E. F. Holton III, R. A. Swanson, & P. A. Robinson
The 2020 publication of The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development by Knowles, Holton, Swanson, and Robinson is the ninth edition of a 1973 book by Malcolm S. Knowles, The Adult Learner: A Neglected Species. Although the foundational idea and concepts have remained, expectedly, much has changed since the first edition of the book. This review will address the changes made to the volume between the publication of its eighth (2015) and ninth (2020) edition. Most notably, the ninth edition features a fourth author, Petra A. Robinson, in addition to Knowles, Holton, and Swanson. Given Robinson’s research agenda, which focuses on issues of diversity, equity, inclusion, and social justice, it makes sense that a chapter on diversity and inclusion in adult learning (Chapter 11) was added. Another chapter added to the 2020 edition focuses on andragogy and the online adult learner (Chapter 13), discussing a highly relevant topic in a period in which online learning has become a norm, especially if learners are self-directed. Unsurprisingly, minor edits in chapter order and within chapters were also made (e.g., Chapter 17, “The Future of Andragogy,” was updated to include a section on andragogy and qualitative research) and some sections and chapters (e.g., Whole-Part-Whole LearningModel) were removed. As in the previous edition, the content is organized into five parts, each comprised of several chapters. The first two parts, “Adult Learning” and “The Backdrop of Learning and Teaching Theories,” which examine foundational concepts and theories, have remained the same between the two editions. The primary audience of these two parts has also remained the same as these sections are particularly useful for graduate students and novice researchers in the field. The two new, practice-oriented chapters are included in the third part, which focuses on the advancements in adult learning, placing andragogy within the context of contemporary practice. Chapters in this part examine andragogy in relation to diversity and inclusion, neuroscience, and technology. Part four now includes narratives regarding international and future perspectives, while the concluding part is dedicated to tools and resources for implementing andragogy. By reorganizing sections Book Reviews
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来源期刊
Adult Education Quarterly
Adult Education Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
7.70%
发文量
33
期刊介绍: The Adult Education Quarterly (AEQ) is a scholarly refereed journal committed to advancing the understanding and practice of adult and continuing education. The journal strives to be inclusive in scope, addressing topics and issues of significance to scholars and practitioners concerned with diverse aspects of adult and continuing education. AEQ publishes research employing a variety of methods and approaches, including (but not limited to) survey research, experimental designs, case studies, ethnographic observations and interviews, grounded theory, phenomenology, historical investigations, and narrative inquiry as well as articles that address theoretical and philosophical issues pertinent to adult and continuing education.
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