Relevant bibliographies by topics / Humanistic education adult learning theory

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Humanistic education adult learning theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Humanistic education adult learning theory"

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Usher, Robin. "Locating Experience in Language: Towards a Poststructuralist Theory of Experience." Adult Education Quarterly 40, no. 1 (September 1989): 23–32. http://dx.doi.org/10.1177/074171368904000103.

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Experience, although a key concept in adult learning, tends to be conceptualized within the framework of humanistic psychology and thus to be seen as asocial and subjective. This article argues that the relationship between meaning and experience should not be grounded in subjectivity. The insoluble problems of such a grounding are illustrated by the deconstructive analysis of a text (Jarvis, 1987) centered on a humanistic approach to meaning and experience. An alternative theorization is presented that stresses the constitutive role of language in experience. This shows how the meaning of experience is located in the play of language and the power of discourse. Experience, therefore, potentially has no single, fixed, and invariant meaning. Seeing experience in this way allows for a reconceptualization of adult learning which more readily takes account of the neglected social dimension.
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Hodge, Steven. "Transformative Learning for Knowledge: From Meaning Perspectives to Threshold Concepts." Journal of Transformative Education 17, no. 2 (April 16, 2018): 133–53. http://dx.doi.org/10.1177/1541344618770030.

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Mainstream transformative learning emphasizes personally significant learning and liberation from limited ways of being in the world. Reflecting humanistic and emancipatory philosophical commitments, this emphasis can make it difficult to appreciate the transformative potential of learning for and by knowledge, a type of transformation adults can experience in the process of learning occupations and disciplines. The analysis presented in this article is prompted by a small, qualitative study of transformative learning that highlights the role occupational knowledge can play in triggering and bestowing meaning upon personal change. While mainstream transformation theory illuminates aspects of this learning, the alternative theory of “threshold concepts” accounts for the part played by formal knowledge. It is argued that transformation theory can be enhanced by threshold concepts theory when it is shown that the transformative potential of formal knowledge can be viewed as consistent with humanist and emancipatory principles.
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Purswell, Katherine E. "Humanistic Learning Theory in Counselor Education." Professional Counselor 9, no. 4 (December 2019): 358–68. http://dx.doi.org/10.15241/kep.9.4.358.

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Irmayanti. "HUMANISTIC LEARNING THEORY IN ISLAMIC RELIGIOUS EDUCATION WITH A COOPERATIVE LEARNING APPROACH." IJGIE (International Journal of Graduate of Islamic Education) 2, no. 1 (November 9, 2021): 1–10. http://dx.doi.org/10.37567/ijgie.v2i1.278.

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The purpose of this study is to describe and analyze the Islamic religious education learning with humanistic learning theory with a cooperative learning approach in schools. Learning with humanistic theory aims to foster students' social attitudes and cooperation. The research method used is qualitative with the type of literature. The data sources in the study were taken from journal references, relevant books. The results of this study indicate that the concept of humanistic theory with a cooperative learning approach in Islamic Education learning has significant implications for aspects of student behavior in developing social aspects, cooperation, avoiding bad competition, caring for each other in providing learning assistance at school.
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Untari, Lilik. "AN EPISTMOLOGICAL REVIEW ON HUMANISTIC EDUCATION THEORY." LEKSEMA: Jurnal Bahasa dan Sastra 1, no. 1 (June 15, 2016): 59–72. http://dx.doi.org/10.22515/ljbs.v1i1.26.

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Humanism as a paradigm is often declared as an alternative approach to education. This paradigm is, in fact, an approach developed in the field of literature and education. The objective of this study is to determine the values underlie the epistemology of the humanistic education theory. Epistemology is the elements that are abstract or implicit. To recognize the epistemology of humanism education theory, this study examines the elements of basic assumptions, values and models of the theory. The results show that the assumptions promoting the theory have similarities with the basic assumptions of the phenomenological epistemology. It sees humans as creatures with consciousness and knowledge for what he did. Thus, every human’s behavior or action is conducted in purpose. In humanistic education theory, meaningfulness and usefulness of the learning process are determined by the learner, not the educator. For that reason, learning design and methods should be developed by the participants based on the needs of the learners. Therefore, the theory does not provide a model for an individual learning process. Thus, it can be concluded that the theory of humanism education rooted from phenomenology epistemology.
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Sumantri, Budi Agus, and Nurul Ahmad. "Teori Belajar Humanistik dan Implikasinya terhadap Pembelajaran Pendidikan Agama Islam." FONDATIA 3, no. 2 (September 30, 2019): 1–18. http://dx.doi.org/10.36088/fondatia.v3i2.216.

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This study aims to describe humanistic learning theory and its implications for the learning of Islamic Education. This research method uses library research or library research to be analyzed and concluded. Research data is obtained from recording books and journals. The results of this study contain an understanding of humanistic learning, humanistic learning figures listed: 1) Abraham Maslow as follows; a) Abraham Maslow's biography, b) Abraham Maslow's humanistic learning theory c) Implications of Abraham Maslow's Theory in Islamic Education. 2) Carl Rogers's humanistic learning theory and the implications of Carl Rogers's theory in learning Islamic Education. Conclusion of humanistic theories to humanize humans. the learning process is considered successful if the student discusses his environment and claims himself. Students in the learning process must try to make it more slowly and able to achieve self-actualization as well as possible.
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Hartzell, Joshua D. "Adult Learning Theory in Medical Education." American Journal of Medicine 120, no. 11 (November 2007): e11. http://dx.doi.org/10.1016/j.amjmed.2006.10.024.

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Javadi, Yaghoob, and Mozhdeh Tahamsbi. "Application of Humanism Teaching Theory and Humanistic Approach to Education in Course-books." Theory and Practice in Language Studies 10, no. 1 (December 24, 2019): 40. http://dx.doi.org/10.17507/tpls.1001.06.

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The present study aims to use humanism teaching theory and humanistic approach to education with reference to teaching and learning English as a second language in the course book. The findings of this study revealed that teachers and materials developers use humanism teaching theory and humanistic approach to promote the materials to fit into the needs and preferences of the learners and to facilitates the learning process. The ultimate purpose of the current study is the utilization of humanism teaching theory and humanistic approach to education that was started and is intended for the benefit of humanizing mankind, and to achieve self-actualization learner to learn optimally and also shows that ,humanizing language learning materials helps language materials developers and teachers to design activities that are associated with learners’ lives and experiences and attempt to engage the learners effectively through excitement, emotion, or even fun. However, the need for humanizing language course books derives from the fact that most of the global course-books accommodate artificial and unnatural activities that are not designed for particular learning program. Hence, through humanizing the course books, language teachers personalize the learning materials to make them better teaching resources and also individualize them for a particular group of learners. Finally, this text elaborate the application of humanism teaching theory and humanistic approach in education to improve course books to prepare the learners for more communicative goals to facilitate both language acquisition and personal development.
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Insani, Farah Dina. "TEORI BELAJAR HUMANISTIK ABRAHAM MASLOW DAN CARL ROGERS SERTA IMPLIKASINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM." As-Salam: Jurnal Studi Hukum Islam & Pendidikan 8, no. 2 (December 27, 2019): 209–30. http://dx.doi.org/10.51226/assalam.v8i2.140.

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This article aims to describe the humanistic learning theory and its implications for learning Islamic Religious Education. Collecting research data using the documentation method, whether in technique, data in library research (library research). The object of study is an article that focuses on Abraham Maslow and Carl Rogers' Humanistic learning theory and its implementation in Islamic Education learning. The results of this study indicate that humanistic learning theory is a learning process that originates and ends in humans, everything rests on human values. The humanistic education system approach emphasizes the development of human dignity who makes choices and has beliefs. Learning is considered significant, if the learning material has relevance to student needs. Students who act as the main actors interpret the process of their own learning experience. The expected positive impact of this article is the appreciation of the wider community about the importance of humanizing humans in learning activities to achieve self-actualization of students.
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McHarg, Jane. "Implementing adult learning theory into dental education." Faculty Dental Journal 1, no. 2 (June 2010): 43–46. http://dx.doi.org/10.1308/204268510x12610466793601.

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Examples from undergraduate education are used to illustrate the implementation of adult learning theory. However, the general rules apply to vocational training, postgraduate and continual professional development: empower the learner to take control!.
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Dissertations / Theses on the topic "Humanistic education adult learning theory"

1

Judd, Annemarie M. F., and n/a. "A comparison of humanistic and traditional teaching methods in a college of technical and further education." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060804.122004.

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This field study examines the comparative effectiveness of traditional and humanistic teaching methods. In part I the origins of humanistic teaching and their relationship to Gestalt therapy are considered. The influence of Humanistic education adult learning theory is also discussed. Part I concludes with an assessment of humanistic teaching. Part II: To measure the comparative effectiveness of the humanistic and traditional teaching methods, three groups of first year students in General English classess in a College of Technical and Further Education were selected. The effectiveness was measured in terms of differences in 1. Self-esteem. 2. Spelling Ability. 3. Attrition rates. 4 Academic Results. It can be concluded that there is: No difference in measures of self-esteem between groups, on the basis of the teaching method used. A large increase in the measure of self-esteem was observed in one of the groups that was taught with humanistic teaching strategies. Spelling measures showed no significant changes in any of the groups. Attrition rates were significantly reduced in groups that received humanistic teaching. Academic results of students completing the course showed no significant differences.
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Davies, Lindsay. "Adult teaching and learning theory : a psychoanalytic investigation." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11791/.

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The overarching aim of this thesis is to enhance the theoretical status of post-compulsory education by effecting a non-empirical, psychoanalytic examination of adult teaching and learning theories. The study arises out of the observation that – in comparison with disciplines within the Social Sciences, Arts and Humanities - psychoanalytic perspectives are both underemployed in practical contexts and have negligible theoretical impact within this field. The study provides a contribution to educational theory and practice through the development of a postmodern psychoanalytical methodology and its methods. These are operationalised through the development of a suite of tools based on Jung's (1971) the theory of psychological types. This involves the adaptation of Jung's psychological categories into epistemological characteristics that are then used to identify strengths, contradictions and omissions within theoretical material. The resulting Jungian Typological Instrument (JTI) is applied to selected case study topics that reflect contemporary discourses, theories and concepts within the field of adult teaching and learning. In order to demonstrate the effectiveness of the JTI it is applied to two case study topics and critically examines their theoretical underpinnings. The first of these topics is the 'micro' model of reflection-in-action, which is drawn from Schön's (1983) formulation of reflective practice. The larger, 'macro', discourse of lifelong learning forms the second case study as articulated in the UNESCO report Learning to Be (Faure et al. 1972) and the Green Paper The Learning Age (DfEE 1998). The insights and outcomes arising from these analyses form the evaluation process for the methods. As psychoanalytic approaches are not unproblematic, this investigation incorporates philosophical reflection and conceptual analysis as meta-level evaluation strategies for the methodological level of the study. This dual-level evaluation reveals that the proposed methodology and methods together offer a robust and trustworthy approach to theoretical analysis, which has potential applications for both theory and practice within the adult teaching and learning context.
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Netcoh, Steven. "Students' Experiences with Personalized Learning: An Examination Using Self-Determination Theory." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/738.

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In recent years, personalized learning has become a buzzword in the field of education and an approach that schools across the United States have adopted in their attempts to account for the diverse interests, aspirations, and needs of their students. Despite the growing interest in personalized learning, there is a dearth of empirical research on this educational approach, particularly as it relates to the student experience. Given the paucity of research in this area, little is known about the extent to which personalized learning can offer students a more beneficial quality of experience than traditional educational methods. This question is further complicated by the fact that personalized learning has been defined and put into practice in diverse ways. Given these conditions, the purpose of this study was to explore students' experiences with more humanistic forms of personalized learning at three high schools in Vermont. A pragmatic approach to qualitative research was used along with self-determination theory (SDT) as a framework to investigate students' perceptions of their autonomy, competence, relatedness, motivation, and well-being within the context of personalized learning. SDT was used as framework because it offers a lens for analyzing how social contexts affect people's experiences and proposes that individuals experience higher qualities of motivation, engagement, and performance when their basic psychological needs for autonomy, competence, and relatedness are met. Study findings, which are based on interviews with 28 students from three Vermont high schools, suggest participants generally felt autonomous, competent, and related in their personalized learning environments, which contributed to their intrinsic motivation, engagement, and well-being within these settings. Some features of personalized learning that supported multiple facets of students' basic psychological needs were the individualized nature of instruction, student-driven curriculum, and structures that enabled and supported community-based learning. Although many students suggested personalized learning supported their basic psychological needs, some struggled to direct and manage their own learning, which diminished their feelings of competence while others indicated that the individualized nature of their projects undermined their sense of relatedness to their peers. Overall, the findings indicate that humanistic approaches to personalized learning have the potential to contribute to a more beneficial quality of experience for high school students than traditional educational methods. The study has implications for educational policy and practice as it suggests personalization may be an effective approach for engaging a variety of students with their education and promoting the skills and dispositions for lifelong learning.
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Dawson, Catherine Elaine. "Learning choices : a grounded theory study of adult returners." Thesis, Sheffield Hallam University, 1999. http://shura.shu.ac.uk/3128/.

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This research is a grounded theory study of the learning choices of adult returners. For the purpose of this research, 'adult returner' has been defined as somebody who left school at the earliest opportunity who, after a period away from formal education, has identified a desire or a need to re-enter the system. Forty-three semi-structured, in-depth interviews and three focus groups have been conducted with a total of 58 adult returners at various stages of the returning process. Some adults had just started to think about returning to education, but had not identified an entry route, whereas others were progressing through their chosen entry route, whether in adult education, further education or higher education. A process of theoretical sampling and comparative analysis, whereby data are jointly collected, coded and analysed, was adopted for this research. Using this method, themes and categories were inductively generated from the data. Processes, rather than static accounts, were taken into account by conducting a number of repeat interviews. By doing this it was possible to consider how learning choices might change as adults progress through their chosen entry route. The aim of a grounded theory study is to develop a core-category and a number of related sub-categories. The core category for this research is 'parameters of choice' which describes how adults appear to have their choices framed by a number of parameters which effect the perceived degree of choice available to them. The related sub-categories which have been developed from the data are 're-balancing', 'self-assessment', 'becoming attuned' and 'awareness-raising'. By describing these categories and illustrating how they relate to each other, the research goes beyond other studies which consider easily identified and articulated influences on choice, such as those studies which look at barriers to participation. This research suggests that adults do not consider their choices to be blocked by barriers, but instead see their choices as being framed by a number of constraints. If their first choice is not possible, they will go on to consider alternatives within their existing parameters, or wait until these parameters widen. The research relates the findings to both theory and practice within the field of adult education and in relation to the notion of lifelong learning. In this way, the research serves to enrich at a theoretical and practical level the understanding of adult returners' learning choices.
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Yung, King-miu Sinfonia. "An investigation on the epistemological beliefs of liberal studies teachers in relation to teaching and learning." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039936.

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Weber-Mayrer, Melissa Margaret. "Early Childhood Professional Development: An Experimental Study of Adult Teaching Practices Derived from Adult Learning Theory." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467133461.

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Hancock, Donald H. (Donald Hugh). "Ideas About Adult Learning in Fifth and Fourth Century B.C. Athens." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330707/.

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The problem of this study was to determine to what extent contemporary adult education theory has similarities to and origins in ancient Athenian ideas about education. The methodology used in the study combined hermeneutics and the critical theory of Jurgen Habermas. Primary sources incuded Aristotle, Plato, Aristophanes, and Diogenes Laertius; secondary sources included Jaeger, Marrou, Dover, and Kennedy. In the analysis of Athenian adult education, three groups of adult educators were identified—the poets the sophists, and the philosophers. The poets were the traditional educators of the Greek people; their shared interest or way of perceiving the world emphasized the importance of community cohesion and health. In Athens in the mid-fifth century B.C., a new group of educators, the sophists, arose to fill a demand of adults for higher and adult education in the skills necessary to participate in the assembly and courts. The sophists emphasized a pragmatic human interest and taught the skill of rhetoric. Socrates and Plato created a new school of educators, the philosophers, who became vigorous ideological opponents of both the poets and the sophists. The philosophers exhibited a transcendental interest or approach to knowledge; the purpose of life was to improve the soul, and the preferred way of life was contemplative rather than active. The philosophers taught the skill of dialectic. Paideia was a Greek word that originally referred to childhood education but which came to mean education throughout the lifespan and the civic culture that supported education. Athenian citizens perceived their paideia to be among their greatest virtues, an attainment which could not be lost to the fortunes of time as could wealth or position. Modern adult education lacks the concern for the communal and transcendental human interests that were important to many ancient Greeks. Modern cultures tend to promote strong individuation of personality and to idealize pragmatic and individualistic concerns. Researchers in the field of adult education often assign to human nature the pragmatic and individualistic qualities of adult learners, but fail to recognize how these features reflect ideologies peculiar to modern American society.
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Redman, David James. "Motivation of Adult, Auditioned Community Choirs: Implications toward Lifelong Learning." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6134.

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Knowledge of motivation factors can assist conductors and music educators at all levels in planning and implementation of musical goals. The purpose of this study was to identify motivational factors to join the choir and maintain membership in the choir as well as the role of stress/anxiety in maintaining choral membership. In addition, the role of musicianship was evaluated in terms of music aptitude and vocal ability. Participants (N=135) from four adult, auditioned community choirs participated in this study. Data was collected using Advanced Measures of Music Audiation, Singing Coach, measure of vocal ability and a questionnaire relating to topics of motivation, retention and stress and anxiety contained within the sub-constructs of Cusp Catastrophe Theory. The results of this study identified aesthetic motivation as the primary construct as to why members elect to join the choir. In direct relationship to this motivation, lack of aesthetic beauty and truth was identified as why members would not retain their membership in the choir. Members did not experience stress and anxiety while learning or performing choral music. However, they did agree that some level of stress is beneficial to singing. In this study, no participant suggested that stress and anxiety related to vocal ability would prevent them from achieving their performance goal. Implications from this research may include determining program literature to be presented that is perceived as having aesthetic qualities which will be beneficial for membership and retention of choir members.
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Lee, Hung Kun. "A theory of adults' motivations for learning the African drums in Hong Kong." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10832/.

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This study aims at investigating the adults' motivations for participating in organised learning of the African drums in Hong Kong at the turn of the century: how they participate in related learning, why they take part, and how they have developed varied motivations for learning. Adhering to its constructivist perspective of the social world, this research has adopted a qualitative grounded theory approach and targets at generating a substantive theory about adults' motivations for learning the African drums. Data were collected via open-ended interviews with 82 informants who were sampled according to their conceptual relevance to the evolving theory, and analysed by coding, memoing, and sorting. Results of this research have identified four major categories of motivations: Professional Development, Sheer Interest, Referential Motivations, and Learning for the Sake of Learning. It is also found that the adults do not participate in learning for a single clear-cut motivation, but a mix of different reasons, and that they may demonstrate changes of motivations along with changes in life events and accumulation of knowledge and skills of Afro-drumming. This research has also identified a social process that underlies the development or surfacing of the adults' motivations for learning the African drums. The socio-cultural preconditions, mainly the local performances, multimedia publicity, and education of Afro-drumming, and the individual factors embracing the adult learners’ areas of social functioning, personal backgrounds in music and general education, and reference groups, have interacted to determine the adult learners' motivations. In addition, the findings have highlighted the rising importance of job-related and health-care reasons for adults' participation in music learning in today's world, rendered the teachers and course providers of the African drums strategic implications for widening the coverage of their clientele and creating deep learning experiences for the adult learners, and suggested some directions for future research.
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Mati, Shepherd Ayanda. "Critical theory, adult learning and a 'xenophobia': a critical perspective on Umoja wa Afrika's human rights peer education programme." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7522_1367480641.

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The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of &lsquo
xenophobia&rsquo
in the terrain of discrimination and 
the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing 
people&rsquo
s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators&rsquo
programme enables young adults to develop a critical consciousness about human rights and &lsquo
xenophobia&rsquo
. The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter- xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative 
methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher&rsquo
s critical reflections. The research was located within a 
critical theory framework in the field of adult 
learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005). 
The key finding of the study is that the experience of the 
workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and &lsquo
xenophobia&rsquo
. The participants identified specific factors that 
contributed to such awareness. These included the diverse composition of participants, the &lsquo
accompanying&rsquo
facilitation style, and the interactive training methodology. This study makes a 
contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of 
human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology. 

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Books on the topic "Humanistic education adult learning theory"

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Third update on adult learning theory. San Francisco, Calf: Jossey-Bass, 2008.

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Adult education and lifelong learning: Theory and practice. 4th ed. New York: Routledge, 2010.

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1937-, Jarvis Peter, ed. Adult education and lifelong learning: Theory and practice. 3rd ed. London: RoutledgeFalmer, 2004.

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Patricia, Cranton, ed. The handbook of transformative learning: Theory, research, and practice. San Francisco: Jossey-Bass, 2012.

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Long, Huey B. Self-directed learning: Application & theory. [Athens, Ga.]: Adult Education Department, [University of Georgia, 1988.

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The power of critical theory: Liberating adult learning and teaching. San Francisco, CA: Jossey-Bass, 2005.

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Teaching in lifelong learning: A guide to theory and practice. Maidenhead: Open University Press, 2010.

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Brockett, Ralph Grover. Self-direction in adult learning: Perspectives on theory, research, and practice. London: Routledge, 1991.

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Williamson, Bill. Lifeworlds and learning: Essays in the theory, philosophy and practice of lifelong learning. Leicester [England]: NIACE, 1998.

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Heikkinen, Anja. Disciplinary Struggles in Education. Tampere: Tampere University Press, 2019.

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Book chapters on the topic "Humanistic education adult learning theory"

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David, T. J., and L. Patel. "Adult Learning Theory, Prizes and Motivation: Fundamental Learning Issues." In Advances in Medical Education, 7–10. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_2.

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Brookfield, Stephen. "Critical Adult Education Theory: Traditions and Influence." In The Palgrave International Handbook on Adult and Lifelong Education and Learning, 53–74. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-55783-4_4.

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Hoggan, Chad. "Exercising Clarity with Transformative Learning Theory." In The Palgrave International Handbook on Adult and Lifelong Education and Learning, 35–52. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-55783-4_3.

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Wang, Victor X., and Patricia Cranton. "Adapting Adult Educators' Teaching Philosophies to Foster Adult Learners' Transformation and Emancipation." In Adult and Continuing Education, 1238–51. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch071.

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This chapter argues that adult educators need to adapt their philosophy and their teaching roles to foster adult learners' transformative learning, and it proposes a model that illustrates this process. The most common purposes of adult education are represented by five underlying philosophies as fully discussed by Elias and Merriam. Adult learners possess different needs, interests, and experiences. As teachers modify their roles and methods in response to their students' diverse individual characteristics, they must also adapt their underlying philosophical perspective so that philosophy, roles, and methods are congruent. The authors maintain that in this context, the role of adult educators as facilitators of transformational learning should be examined and their prevalent humanistic and progressive philosophies critically questioned.
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Wang, Victor X. "Curriculum Development for Adult Learners in Career and Technical Education." In Handbook of Research on E-Learning Applications for Career and Technical Education, 617–27. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch048.

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This chapter addresses pertinent issues concerning the development of meaningful curricula for adult learners in career and technical education. Although developing a curriculum or a course in adult vocational education depends on a competency-based model which has been borrowed from foreign countries, adult learning theory promotes a humanistic orientation for the development of self-actualizing persons. The chapter discusses how the two different models contribute to curriculum development in career and technical education.
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Wang, Victor X., and Patricia Cranton. "Adapting Adult Educators’ Teaching Philosophies to Foster Adult Learners’ Transformation and Emancipation." In Handbook of Research on Teaching and Learning in K-20 Education, 134–47. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4249-2.ch008.

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This chapter argues that adult educators need to adapt their philosophy and their teaching roles to foster adult learners’ transformative learning, and it proposes a model that illustrates this process. The most common purposes of adult education are represented by five underlying philosophies as fully discussed by Elias and Merriam. Adult learners possess different needs, interests, and experiences. As teachers modify their roles and methods in response to their students’ diverse individual characteristics, they must also adapt their underlying philosophical perspective so that philosophy, roles, and methods are congruent. The authors maintain that in this context, the role of adult educators as facilitators of transformational learning should be examined and their prevalent humanistic and progressive philosophies critically questioned.
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"Encouraging Empirical Research and European/American Andragogy Coming Closer as Distance Education Grows in Strength." In Facilitating Adult and Organizational Learning Through Andragogy, 67–87. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3937-8.ch004.

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Billington found that with 60 male and female doctoral students aged 37 to 48, there were seven andragogical factors that helped them grow, or if absent made them regress or not grow. Rachal clearly identified seven criteria for implementing future empirical studies of andragogy. Taylor et al. asserted that no conversation on teaching adults is complete without discussing andragogy. However, Grace considered andragogy in the USA and Canada as being complicit in sidelining cultural and social concerns as well as decontextualizing adult learning, while having been effectively dismantled in the 1980s and 1990s. Showing the strength of andragogy through its long history in Europe, Savicevic indicated that comparative andragogy has eight elements that are essential in addressing this scientific research topic. Sopher stressed Knowles was best viewed as humanistic, philosophically. Henschke also found deep captivating involvement in both European and American andragogy. This chapter explores this.
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English, Leona M. "1. A Critical Theory of Adult Health Learning." In Adult Education and Health, edited by Leona English. Toronto: University of Toronto Press, 2012. http://dx.doi.org/10.3138/9781442685208-003.

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"Adult Education Theory and Practice – A Feminist Critique*." In Learning Liberation, 76–89. Routledge, 2017. http://dx.doi.org/10.4324/9781315175164-6.

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"Adult Intelligence: Sketch of a Theory and Applications to Learning and Education." In Adult Learning and Development, 159–72. Routledge, 2013. http://dx.doi.org/10.4324/9781410603418-16.

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Conference papers on the topic "Humanistic education adult learning theory"

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Gusmaneli, Gusmaneli, Khadijah Khadijah, and Radhiatul Hasnah. "Free learning: study of humanistic theory in islamic religious education." In International Conference Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Imam Bonjol Padang. Jakarta: Redwhite Press, 2020. http://dx.doi.org/10.32698/icftk418.

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Veide, Martins. "Learning Self-Reliance and Responsibility from the Point of View of Existentialism." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.027.

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As a result of the increased amount of information the importance of its independent, critical evaluation is increasing, so that the knowledge learning would not be replaced by the accumulation of information. The responsibility for and the ability to evaluate information independently are relevant as learning outcomes of education for sustainable development. Responsibility and self-reliance as important areas of human life are the focus areas of the existentialist approach; still, this approach is very little used in pedagogy. The results of this research substantiate the topicality of the existentialist approach in modern humanistic pedagogy, in which the emphasis is placed on the personal significance of the learning process. The main aim of the article is to analyse the learning of self-reliance and responsibility from the point of view of existentialism and to evaluate the conditions of its realization in pedagogical practice. The study was done by combining the results of the author’s previous empirical research, observations in pedagogical practice and analysis of the scientific literature. In the minds of Latvian adults, their self-reliance and responsibility are integral components of both the quality of living and the meaning of learning. With age, there is a growing tendency to associate self-reliance not with independent thinking, but with independence and, consequently, existential concerns about the possibility of its realization. An important existential aspect of the learning process is: the distinction between learning to be self-reliant and responsible and learning to find a place in the network and function in pursuit of personal safety and worth. Self-reliance as a relative independence from security, belongingness and recognition and responsibility as an awareness of one's impulses, feelings and attitudes are related to the survival of existential loneliness and overcoming anxiety. Learning self-reliance and responsibility means learning self-reflection, learning to meet oneself, getting to know one's interests and the factors that cause fear, rather than diverting attention to others to information that helps to justify oneself.
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Kleinke, Stefan, and Yuetong Lin. "Application of Adult Learning Theory to STEM Education in Online Learning Environment." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274197.

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Karipidis, Nikolaos, and Jim Prentzas. "BLOGS AND THEIR INTEGRATION IN ADULT EDUCATION IN THE CONTEXT OF THE THEORY OF TRANSFORMATIVE LEARNING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1560.

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Kaplan, Dana, and Maya Wizel. ""MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end056.

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This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s graduate students are mostly in their mid-career and are motivated to pursue their DML studies for multiple reasons. The necessity of developing a study plan that can foster their transition from practitioners to scholars and help them develop a researcher identity became evident early on. Students were expected to quickly re-adjust their self-image as future theorizers who could carry out independent research and produce original scholarship. While the challenges mentioned above are not unique to this specific doctorate program and are well documented in the extensive scholarship on doctorate students’ education, fewer studies have addressed the particular challenges faculty and students face as part of the latter’s transition from practitioners to graduate students and novice researchers. Therefore, we ask, what accounts for a successful process of supporting language teachers in becoming novice researchers? Our aim is twofold: first, to detail our pedagogical rationale, dilemmas we faced, and the solutions we carved out; and secondly, to contribute to a nascent discussion on doctorate students’ training and academic socialization in applied disciplines. Using Mezirow’s adult learning theory of Transformative Learning, we describe the challenge of designing a process of academic socialization that can support adult learners’ development and shift in perceptions, skills, and actions. During the first four cohorts of the program, in an introductory course, “Research Foundations,” we faced dilemmas regarding reading materials and teaching activities, and collected students' reflections and communications with us, the course professors. Accordingly, the paper explicitly emphasizes our efforts to actively foster a culture of independent learning and a productive learning community by introducing new knowledge and skills. The paper can benefit instructors who design and lead graduate programs for practitioners in any field of practice.
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