Teaching the "Person" Students Become: New Challenges in Continuing Adult and Professional Education

Autor/in	Yannuzzi, Thomas J.
Titel	Teaching the "Person" Students Become: New Challenges in Continuing Adult and Professional Education
Quelle	In: Journal of Continuing Higher Education, 57 (2009) 3, S.159-167 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
Schlagwörter	Critical Theory; Professional Continuing Education; Adult Education; Experiential Learning; Professional Education; Educational Principles; Educational Objectives; Teaching Methods; Educational Practices; Transformative Learning; Self Concept; Barriers + Suchen Sie Ihr Suchwort? Kritische Theorie; Berufsfeldbezogener Unterricht; Weiterbildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Experiental learning; Erfahrungsorientiertes Lernen; Berufsausbildung; Bildungsprinzip; Educational objective; Bildungsziel; Erziehungsziel; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Pädagogische Transformation; Selbstkonzept
Abstract	Many continuing adult and professional education programs have heeded the call of what Packer and Greco-Brooks (1998) refer to as the "ontological work of school," or helping "change the kinds of person their students become" (p. 134). This new "ontological" work attempts to incorporate critical pedagogy to stimulate critical self-reflection and more mindful interaction. Many adult and continuing education classrooms have significantly increased their use of experiential learning methods to accomplish these goals. The underlying assumption is that if students are encouraged to experience and reflect upon problematic events, they will use these "mindful moments" to incorporate other perspectives and, in turn, become more accepting of, comfortable with, and socially effective in diverse contexts. Experience alone, however, does not necessarily encourage one to be "self" critical. This article joins the dialogue about how we teach students to be critically self-reflective and embrace the complexities of doing "ontological" work. The article also is intended to incite dialogue about our own understanding of the "ontological work" many of us promote. (Contains 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10