ABSTRACT

As our understanding of learning focuses on the whole person rather than individual aspects of learning, so the process of learning is beginning to be studied from a wide variety of perspectives and disciplines. This handbook presents a comprehensive overview of the contemporary research into learning: it brings together a diverse range of specialities with chapters written by leading scholars throughout the world from a wide variety of different approaches. The International Handbook of Learning captures the complexities of the learning process in seven major parts. Its 54 chapters are sub-divided in seven parts:

    • Learning and the person: senses, cognitions, emotions, personality traits and learning styles
    • Learning across the lifespan
    • Life-wide learning
    • Learning across the disciplines: covering everything from anthropology to neuroscience
    • Meaning systems’ interpretation
    • Learning and disability
    • Historical and contemporary learning theorists.

Written by international experts, this book is the first comprehensive multi-disciplinary analysis of learning, packing a diverse collection of research into one accessible volume.

chapter |4 pages

Introduction: Human learning

ByPeter Jarvis

part |1 pages

PART 1 Learning and the person

chapter 1|11 pages

Learning and the senses

ByPaul Martin, Viv Martin

chapter 2|10 pages

Learning and cognition

ByKnud Illeris

chapter 3|9 pages

Learning a role: becoming a nurse

ByMichelle Camilleri

chapter 5|10 pages

Emotional intelligence

ByBetty Rudd

chapter 6|10 pages

Language and learning

ByBernard Camilleri

chapter 7|9 pages

Gender and learning: feminist perspectives

ByJulia Preece

chapter 8|9 pages

Learning and identity

ByLyn Tett

chapter 9|10 pages

Thinking styles in student learning and development

ByLi-fang Zhang

chapter 10|6 pages

Non-learning

ByPeter Jarvis

part |1 pages

PART 2 Learning across the lifespan

chapter 11|9 pages

Learning in early childhood

ByChristine Stephen

chapter 13|8 pages

Young people and learning

ByRachel Brooks

chapter 15|8 pages

Exploring learning in midlife

ByJo-Anne H. Willment

chapter 16|8 pages

The older adult in education

ByMary Alice Wolf

chapter 17|8 pages

Lifelong learning in long-term care settings

ByAlexandra Withnall

chapter 18|8 pages

The biographical approach to lifelong learning

ByPeter Alheit

chapter 19|8 pages

Learning from our lives

ByJohn Field

chapter 20|10 pages

Psychological development

ByMark Tennant

chapter 21|10 pages

Transformative learning

ByPatricia Cranton, Edward W. Taylor

part |1 pages

PART 3 Learning sites

chapter 22|9 pages

Informal learning: everyday living

ByPaul Hager

chapter 23|12 pages

Self-directed learning: Katarina Popović

ByKatarina Popovic´

chapter 24|9 pages

Learning at the site of work

ByStephen Billett

chapter 25|9 pages

Organisational learning won’t be turned off

ByBente Elkjaer

chapter 26|10 pages

E-learning (m-learning)

BySusannah Quinsee

chapter 27|9 pages

Sleep-dependent learning

ByDaan R. van der Veen, Simon N. Archer

chapter 28|10 pages

Learning and violence

ByShahrzad Mojab, Bethany J. Osborne

part |1 pages

PART 4 Learning and disability

chapter 30|9 pages

Learning, sensory impairment, and physical disability

ByJoanna Beazley Richards

chapter 31|11 pages

Autism spectrum conditions and learning

ByMary Watts

chapter 32|10 pages

Reading disability

ByJulian G. Elliott, Elena L. Grigorenko

chapter 33|11 pages

On becoming a person in society: the person with dementia

ByKay de Vries

part |1 pages

PART 5 Learning across the disciplines: human and social sciences

chapter 34|7 pages

Human-centric learning and post-human experimentation

ByRichard Edwards

chapter 35|8 pages

Piaget’s constructivism and adult learning

ByEtienne Bourgeois

chapter 37|10 pages

Sociology and learning

ByMartin Dyke, Ian Bryant

chapter 38|9 pages

Anthropology and learning

ByPeggy Froerer

chapter 39|17 pages

Learning in a complex world

ByMark Olssen

chapter 40|9 pages

Perspectives on geography and learning

ByJohanna L. Waters

chapter 41|9 pages

Learning as a microhistorical process

ByChristina Toren

chapter 42|8 pages

Evolution

ByIan Abrahams, Michael Reiss

chapter 43|14 pages

The brain and learning

ByJohn Stein

chapter 44|9 pages

Cognitive neurophysiology: promoting neuroergonomics of learning

ByKiti Müller, Anu Holm

chapter 45|13 pages

Pharmacology and learning

ByRoberta Stasyk

part |1 pages

PART 6 Learning and religious and meaning systems

chapter 46|10 pages

Buddhist theory of education

ByCaroline Brazier, David Brazier

chapter 47|8 pages

Christianity: Jeff Astley

ByJeff Astley

chapter 48|11 pages

Confucian learning: learning to become fully human

ByQi Sun

chapter 49|9 pages

Aspects of learning in Hindu philosophy

ByPrem Kumar

chapter 51|8 pages

Jewish ways of learning

ByGabriela Ruppin-Shand, Michael Shire

part |1 pages

PART 7 Geographic cultural systems: broader perspectives

chapter 52|9 pages

Remodeling learning on an African cultural heritage of Ubuntu

ByRebecca Nthogo Lekoko and Oitshepile MmaB Modise

chapter 53|8 pages

Indian culture and learning

BySunil Behari Mohanty