Handbook of Adult and Continuing Education

Sponsored by the American Association of Adult & Continuing Education"This monumental work is a testimony to the science of adult education and the skills of Wilson and Hayes. It is a veritable feast for nourishing our understanding of the current field of adult education. The editors and their well-chosen colleagues consistently question how we know and upon what grounds we act. They invite us to consider not only how we can design effective adult education, but also why we practice in a particular socio-economic context."

--Jane Vella, author of Taking Learning to Task and Learning to Listen, Learning to Teach

"This new handbook captures the exciting intellectual and professional development of our field in the last decade. It is an indispensable resource for faculty, students, and professionals."

--Jack Mezirow, emeritus professor, Adult and Continuing Education, Teachers College, Columbia University

For nearly seventy years, the handbooks of adult and continuing education have been definitive references on the best practices, programs, and institutions in the field. In this new edition, over sixty leading authorities share their diverse perspectives in a single volume--exploring a wealth of topics, including: learning from experience, adult learning for self-development, race and culture in adult learning, technology and distance learning, learning in the workplace, adult education for community action and development, and much more. Much more than a catalogue of theory and historical facts, this handbook strongly reflects the values of adult educators and instructors who are dedicated to promoting social and educational opportunity for learners and to sustaining fair and ethical practices.

Autorentext
ARTHUR L. WILSON is associate professor of adult education in the Department of Education at Cornell University. He is coeditor of Adult Education Quarterly and coauthor of Planning Responsibly for Adult Education (1994), What Really Matters in Adult Education Program Planning (1996), and Power in Practice (2000), all from Jossey-Bass. ELISABETH R. HAYES is professor of curriculum and instruction and a faculty member in the Graduate Program in Continuing and Vocational Education at the University of Wisconsin-Madison. She is coeditor of Adult Education Quarterly and coauthor of Women as Learners (Jossey-Bass, 2000). Her other publications include Effective Teaching Styles (1989) and Confronting Racism and Sexism (1994), both from Jossey-Bass.

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INTRODUCTION.

A Selective History of the Adult Education Handbooks (A. Wilson & E. Hayes).

On Thought and Action in Adult and Continuing Education (A. Wilson & E. Hayes).

The Concept of Critically Reflective Practice (S. Brookfield).

THE PROFESSION'S COMMON CONCERNS.

Linking the Individual Learner to the Context of Adult Learning (R. Caffarella & S. Merriam).

Learning from Experience in Adult Education (N. Miller).

Adult Learning for Self-Development and Change (M. Tennant).

Moving Beyond a Unitary Self: A Reflective Dialogue (M. Clark & J. Dirkx).

Discourses and Cultures of Teaching (D. Pratt & T. Nesbit).

Different Perspectives on Teaching for Critical Consciousness (E. Tisdell, et al.).

The Invisible Politics of Race in Adult Education (J. Johnson-Bailey & R. Cervero).

Cultures of Transformation (A. Brooks).

Planning Educational Programs (T. Sork).

From Functionalism to Postmodernism in Adult Education Leadership (J. Donaldson & P. Edelson).

Adult Education and Democracy: Reclaiming Our Voice Through Social Policy (B. Quigley).

Adult Learning and Technology (C. Kasworm & C. Londoner).

THE PROFESSION IN PRACTICE.

Adult Literacy (E. Askov).

Adult Basic Education and the Crisis of Accountability (B. Sparks & E. Peterson).

Moving Beyond Performance Paradigms in Human Resource Development (L. Bierema).

Putting Meaning into Workplace Learning (T. Fenwick).

Adult Education, Communication, and the Global Context (L. Ziegahn).

Adult Education for Community Action (D. Ewert & K. Grace).

Adult Education in Rural Community Development (L. Hill & A. Moore).

Exploring "Community" in Community College Practice (I. Weisman & M. Longacre).

Continuing Professional Education (D. Queeney).

Control and Democracy in Adult Correctional Education (H. Davidson).

Cooperative Extension (G. Applebee).

Distance Education for Lifelong Learning (C. Gibson).

English as a Second Language in Adult Education (R. Orem).

Adult Learners in Higher Education (C. Kasworm, et al.).

Contribution of the Military to Adult and Continuing Education (S. Kime & C. Anderson).

Older Adult Learning (J. Fisher & M. Wolf).

Formal Mentoring Programs (C. Hansman).

Prior Learning Assessment: The Quiet Revolution (A. Thomas).

A Postmodern Approach to Adult Religious Education (L. English & M. Gillen).

Urban Contexts for Adult Education Practice (B. Daley, et al.).

REFLECTING ON THE PROFESSION.

Adult Education and Society (T. Heaney).

A Sociology of Adult Education (P. Cunningham).

The Politics of Knowledge Construction (D. Deshler & N. Grudens-Schuck).

Evolving Directions in Professionalization and Philosophy (R. Podeschi).

Defining the Profession: A Critical Appraisal (S. Imel, et al.).

The Learning Society (J. Holford & P. Jarvis)

Reflections on the Field (E. Hayes & A. Wilson).