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Date: Thu, 11 Jan 2001 09:49:20 -0500 (EST)
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From: "Ronna G. Spacone" <rgspacone@worldnet.att.net>
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Subject: [NIFL-4EFF:1341] Two new ERIC pubs
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Hello Everyone:
If you're interested in Equipped for the Future, you may want to read these two new ERIC publications about contextualized learning and transformation theory.
Ronna Spacone, NIFL-4EFF List Moderator
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ERIC/ACVE has produced yet another two no-cost publications that are now available as e-mail messages or in paper copies. Send your request to "ericacve@postbox.acs.ohio-state.edu and be sure to include whether you would like paper or e-mail copies.
Contextual Learning in Adult Education
Practice Application Brief No. 12 by Susan Imel
ERIC Clearinghouse on Adult, Career, and Vocational Education, 2000
"Educators of adults have long recognized that relating instructional content to the specific contexts of learners' lives and interests increases motivation to learn" (Dirkx and Prenger 1997, p. 2). By integrating academic content with situations or issues that are meaningful to students, instructors can help adults acquire skills more rapidly than through approaches that focus only on subjects (ibid.). This type of learning, frequently called contextual learning, incorporates recent research in cognitive science and recognizes that learning is a complex process that involves much more than behaviorist approaches emphasizing drill and practice ("What Is Contextual Learning" 2000). The idea of embedding instruction in contexts that are familiar to adult learners has been embraced by adult educators. Recent research (e.g., Dirkx, Amey, and Haston 1999; Sandlin 2000), however, has suggested that adult educators may need to take a more critical approach to using contextual learning. T
his Brief examines the use of contextual learning in adult education. Following an overview of contextual learning, it reviews some recent research and writing on contextual learning in adult education and concludes with some recommendations for practice.
Transformative Learning and the Journey of Individuation
ERIC Digest No. 223 by John M. Dirkx
ERIC Clearinghouse on Adult, Career, and Vocational Education, 2000
Over the last 20 years, transformation theory has deepened our understanding of what it means to learn in adulthood. Collectively, the work of Paulo Freire, Phyllis Cunningham, Laurent Daloz, and Jack Mezirow, among others, addresses the sociocultural and personal dimensions of transformative learning. Dominant views of transformative learning emphasize rational, cognitive processes related to critical reflection. An additional perspective on transformation, however, has emerged, led by Robert Boyd and his colleagues (Boyd 1989, 1991; Boyd and Myers 1988). This work focuses on deeper emotional and spiritual dimensions of learning that many have suggested are underdeveloped in dominant conceptions of transformative learning (Merriam and Caffarella 1999). This Digest summarizes and expands on Boyd's notion of transformative learning, discussing the role of image, symbol, ritual, fantasy, and imagination in transformation.
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