ABSTRACT
Originally published in 1988, this book provides perspective on conceptualisations of adult education in the late 20th century, the range of providing agencies and the varying orientations towards defining the role of the adult educator. It draws together and contextualises a selection of the most important readings on adult education theory and practice. The book will help develop critically reflective practitioners on adutl education courses - educators aware of the assumptions underlying their practice and capable of identifying theories and placing both theory and practice within the wider and ever-changing socio-politico context.
TABLE OF CONTENTS
part One|2 pages
Overview
chapter Chapter One|21 pages
Organizing Concepts and Practices in Adult Education in the United States
part Two|2 pages
Conceptual Issues in Training Educators of Adults
chapter Chapter Four|18 pages
The Nature and Aims of Adult Education as A Field of Graduate Education
chapter Chapter Five|23 pages
A Conceptual Framework for Analyzing the Training of Trainers and Adult Educators
part Three|2 pages
Historical Perspectives
part Four|2 pages
Proficiencies of Adult Educators
chapter Chapter Thirteen|15 pages
Comparative Study of Adult Education Practitioners and Professors on Future Knowledge and Skills Needed by Adult Educators
part Five|2 pages
Characteristics and Orientations of Adult Educators
part Six|2 pages
Criteria of Good Practice in Graduate Adult Education
chapter Chapter Nineteen|5 pages
Some Further Thoughts on Principles of Good Practice in Continuing Education
chapter Chapter Twenty|9 pages
Standards for Graduate Programmes in Adult Education
part Seven|2 pages
Curricula and Programs of Graduate Adult Education
chapter Chapter Twenty-Two|14 pages
A Curricular and Programmatic Analysis of Graduate Adult Education in North America
chapter Chapter Twenty-Three|38 pages
Graduate Adult Education as a Socio-Cultural Product
part Eight|2 pages
Conclusion