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islamic education --- education management --- islamic studies --- philosophy of education

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Adult Learning and Education The graduate student guide in adult education explores theories of adult learning and adult education participation. It provides a frame of reference for understanding the development of a rapidly evolving field and for enhancing knowledge and competencies in this professional domain. The publication is divided into two sections: a section on adult learning theories and a section on adult education participation theories. If Adult Learning and Education (ALE) is now a recognised professional field, the theoretical perspectives, underlying practices and policies draw on a variety of academic disciplines. Various theories of learning and of adult education participation shape the practice and the "engineering" of adult learning. In the first section, this study guide provides a review of the most important learning theories, including behaviourist, cognitive, and constructivist approaches, their modern development, as well as specific developments in adult education theory. The second section examines the psychological and sociological theoretical backgrounds of adult education participation in order to understand the factors at work in participation patterns along the adult life course and between different social contexts. Observing the relativity of social reproduction allows to identify the conditions and variables that need to be addressed in order to alter prevailing trends. This short book by one of the most eminent writers on adult education today is infact two books wrapped into one volume. The first consists of a survey of differenttheories of learning and adult learning. The second book discusses the statisticalevidence for the participation of adults in different lifelong learning programmesand activities in a number of Western countries. Both are very valuablecontributions to the study of adult and lifelong education. The volume is intendedfor students, and exercises and readings are given; the latter are particularly usefulsince the references for many of the readings suggested include weblinks, makingthis a very valuable tool of accessible sources for the study of adult and lifelongeducation. International Review of Education 3/2013

Education --- Adult Education --- Adult Learning --- theoretical background --- Adult Education theoretical background --- Behaviorism --- Constructivism (philosophy of education)

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Philosophy --- Cosmology --- Cosmology. --- Philosophy. --- Mental philosophy --- philoposhy --- cosmology --- human future --- philosophy of education --- social philosophy --- Humanities --- Astronomy --- Deism --- Metaphysics

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Why do I have to deal with theories, I just want to become a teacher? This is the question asked by student teachers in educational science and didactics. The contributions to the volume 'Theories! Horizons for Teacher Education' offer an answer to this question: On the one hand, our society needs the discussion about the overall orientation of its educational goals and likewise the fruitful dispute within the educational sciences and the reference sciences of the school subjects. In a time of political, social and cultural upheaval in education, the need for orienting reflection comes more to the fore. Theoretical discourses are the place of this self-orientation. Then, student teachers must be enabled to think multi-perspectively. They can learn this best by dealing with theories. The individual contributions of the volume show what theories make visible in a new way and what they close off on the other hand, if they are received in a one-sided or totalizing way. After all, theories have a genuine heuristic power, theories make visible, they open doors, they let us understand something anew. Accordingly, the contributions to this volume ask: Where can we find, whether in educational science or subject didactics, examples of aha experiences or of an understanding of larger contexts that only become possible through theoretical penetration? What do we see in the world, in our lives, and as a phenomenon in a completely new way when we have understood a theory? Weshalb muss ich mich mit Theorien auseinandersetzen, ich will doch nur Lehrerin oder Lehrer werden? So fragen Lehramtsstudierende in den Bildungswissenschaften und in den Fachdidaktiken. Die Beiträge des Bandes ‚Theorien! Horizonte für die Lehrerinnen- und Lehrerbildung‘ bieten eine Antwort auf diese Frage: Zum einen braucht unsere Gesellschaft die Diskussion über die Gesamtorientierung ihrer Bildungsziele und ebenso den fruchtbaren Streit innerhalb der Bildungswissenschaften und den Bezugswissenschaften der schulischen Fächer. In einer Zeit der politischen, gesellschaftlichen und kulturellen Umbrüche im Bildungsbereich tritt das Bedürfnis nach einer orientierenden Reflexion stärker in den Vordergrund. Theoriediskurse sind der Ort dieser Selbstorientierung. Sodann müssen Lehramtsstudierende in die Lage versetzt werden, mehrperspektivisch zu denken. Dies können sie in der Beschäftigung mit Theorien am besten lernen. Die einzelnen Beiträge des Bandes zeigen, was Theorien jeweils neu sichtbar machen und was sie andererseits verschließen, wenn sie etwa einseitig oder totalisierend rezipiert werden. Schließlich haben Theorien eine genuin heuristische Kraft, Theorien machen sichtbar, sie öffnen Türen, sie lassen uns etwas neu verstehen. Entsprechend fragen die Beiträge des Bandes: Wo finden sich, ob in der Bildungswissenschaft oder den Fachdidaktiken, Beispiele für Aha-Erlebnisse oder für ein Verstehen größerer Zusammenhänge, die erst durch theoretische Durchdringung möglich werden? Was sehen wir in der Welt, in unserem Leben und als Phänomen ganz neu, wenn wir eine Theorie verstanden haben?

Teaching. --- teacher education --- teacher study program --- pedagogy --- subject specific pedagogy --- subject specific didactics --- theory --- education theories --- critique of theories --- philosophy of education --- educational sciences --- theories of teaching methodology

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Education --- Education. --- education --- sociology of education --- history of education --- philosophy of education --- policies of education --- Children --- Education of children --- Education, Primitive --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training