NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ866297
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-0737-7363
Teaching the "Person" Students Become: New Challenges in Continuing Adult and Professional Education
Yannuzzi, Thomas J.
Journal of Continuing Higher Education, v57 n3 p159-167 2009
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A