Literaturnachweis - Detailanzeige
Autor/in | Bagnall, Richard G. |
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Titel | Discovering Radical Contingency: Building a Postmodern Agenda in Adult Education. Counterpoints: Studies in the Postmodern Theory of Education, Vol. 81. |
Quelle | (1999), (242 Seiten) |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
ISSN | 1058-1634 |
ISBN | 0-8204-4001-9 |
Schlagwörter | Adult Education; Adult Educators; Comparative Analysis; Educational Change; Educational Environment; Educational Objectives; Educational Philosophy; Educational Principles; Educational Research; Educational Trends; Foreign Countries; Modernism; Postmodernism; Social Influences; Sociocultural Patterns; Teacher Student Relationship; Theory Practice Relationship; Trend Analysis; Vocational Education; Australia; New Zealand; United States Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Bildungsprinzip; Bildungsforschung; Pädagogische Forschung; Bildungsentwicklung; Ausland; Postmoderne; Sozialer Einfluss; Soziokulturelle Theorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Theorie-Praxis-Beziehung; Trendanalyse; Ausbildung; Berufsbildung; Australien; Neuseeland; USA |
Abstract | This book examines the implications of postmodern culture for adult education through a review of modernist culture and education and a comparative account of modernist and postmodernist culture that is configured as a set of six tensions in three domains: belief (situatedness and ambiguity); individual identity (determination and control); and sociality (homogeneity and temporality). The tensions are used to explore the nature of educational practice and engagement in postmodernity from different perspectives: through dialogues with students regarding practice; through case studies of practice; as descriptive tendencies of engagement; and as nodal forms of pragmatic activity. Part One, Modernity and Modernist Adult Education, includes: The Modernist Inheritance 1: Thinking and Being in a Straightjacket; and The Modernist Inheritance 2: Denying Adult Education). Part Two, Postmodernity, discusses: Postmodernity 1: Seeing, Believing, and Being in a Fractured World; Postmodernity 2: Conversation and Hope in a Cultural Implosion; and Formal Tensions, Contingent Realities: Reconfiguring the Problematic. Part Three, Adult Education in Postmodernity, includes: Eternal Ambivalence: Learning in Postmodern Adult Education; Horsehair in the Undies: Adult Educator as a Boundary Rider; Odors in the Ether: Tendencies in Postmodern Adult Education; Fashioning Educative Difference: Nodal Forms of Engagement; Fanning the Flames: Research in Postmodern Adult Education; and The Situationally Sensitive Wayfarer: Being an Adult Educator in the Age of the Chameleon. The book contains 577 references and an index. (MN) |
Anmerkungen | Peter Lang Publishing, 275 Seventh Avenue, 28th Floor, New York, NY 10001-6708 ($29.95). Tel: 800-770-5264 (Toll Free). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |