Towards the Development of My Practitioner's Model about Learning for Knowing.

Autor/in	Perry, Sally-Anne
Titel	Towards the Development of My Practitioner's Model about Learning for Knowing.
Quelle	(2000), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Stellungnahme; Adult Education; Adult Learning; Andragogy; Associative Learning; Critical Theory; Critical Thinking; Emotional Intelligence; Emotional Response; Epistemology; Experiential Learning; Learning Processes; Learning Theories; Lifelong Learning; Literature Reviews; Models; Multiple Intelligences; Multisensory Learning; Nonverbal Learning; Prior Learning; Productive Thinking; Synthesis; Theory Practice Relationship; Transformative Learning; Visual Learning; Womens Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Andragogics; Andragogik; Kritische Theorie; Kritisches Denken; Emotionale Intelligenz; Emotionales Verhalten; Erkenntnistheorie; Experiental learning; Erfahrungsorientiertes Lernen; Learning process; Lernprozess; Learning theory; Lerntheorie; Life-long learning; Lebenslanges Lernen; Analogiemodell; Intelligenz (Psy); Sensorische Stimulation; Vorkenntnisse; Produktives Denken; Theorie-Praxis-Beziehung; Pädagogische Transformation; Visual education; Visuelles Lernen; 'Women''s education'; Frauenbildung
Abstract	A practitioner's model of the processes of learning and knowing was developed through a review of global, societal, individual, and personal perspectives on learning. The first phase of the model's development consisted of using a method of exploration based on determining who, what, where, when, why, and how to investigate the following 10 concepts related to learning and acquisition of knowledge: andragogy; transformational learning; experiential learning; situated cognition; critical theory; knowledge for action; women's ways of knowing; multiple intelligence; emotional intelligence; and flow. The concept of triangulation was used to review what at least 3 authors had to say regarding each of the 10 concepts. The results of the review were synthesized into a verbal and visual representation of the learning for knowing process that was termed the Practitioner's Model about Learning for Knowing. The visual representation consists of seven figures illustrating the following concepts: the triangulation process; questioning within the triangulation process; questioning as a process of integration of external/internal variables; questioning/answering within the infinite learning process; questioning/learning as an infinite process using internal/external influences; questioning including all 10 concepts; and questioning/learning as an infinite lifelong variable process. (Contains 56 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC