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Roumell, Elizabeth A. – New Directions for Adult and Continuing Education, 2018
This chapter defines grassroots community education, makes connections to Dewey's philosophy of experiential learning, and then describes a recent occurrence of indigenous activism that illustrates Dewey's relevance to community learning.
Descriptors: Community Education, Educational Philosophy, Experiential Learning, Indigenous Populations
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Beard, Colin – New Directions for Adult and Continuing Education, 2018
This chapter considers whether John Dewey's writings about experiential education are relevant to modern-day conceptions of adult experiential learning. It highlights how some of the threads of Dewey's thinking are still pertinent, but much more complex.
Descriptors: Educational Philosophy, Experiential Learning, Adult Learning, Adult Education
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Kett, Joseph F. – New Directions for Adult and Continuing Education, 2018
By comparing Dewey to adult educators who shared his philosophical values but not his faith in the promise of public schools, this chapter provides a fresh perspective on his concept of building education on experience.
Descriptors: Adult Education, Adult Educators, Educational Philosophy, Educational Attitudes
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Rocco, Tonette S.; McGill, Craig M. – New Directions for Adult and Continuing Education, 2018
This chapter explores discrepancies between Mandatory Continuing Education (MCE) for adults and Dewey's philosophy in which learners are motivated by their own purposes.
Descriptors: Adult Education, Educational Philosophy, Learning Motivation, Mandatory Continuing Education
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Kohli, Wendy – New Directions for Adult and Continuing Education, 2018
This chapter shows, through reflection on and examples of my own teaching, the relevance of Dewey's pedagogy of experience to the preparation of teachers.
Descriptors: Adult Education, Teacher Education Programs, Higher Education, Educational Philosophy
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Greenaway, Roger – New Directions for Adult and Continuing Education, 2018
This chapter describes debriefing or reflective learning practices that help ensure that real-life experiences of potential value will (in Dewey's words) "live fruitfully and creatively in subsequent experiences."
Descriptors: Educational Philosophy, Reflection, Teaching Methods, Experience
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Harris, Judy – New Directions for Adult and Continuing Education, 2018
This chapter evaluates Dewey's thinking in relation to the theorization of Prior Learning Assessment (PLA). It compares Dewey's concepts with ideas from social realism, Vygotsky, and cultural historical activity theory, illustrated by PLA research in South Africa.
Descriptors: Educational Philosophy, Prior Learning, Cultural Influences, Social Theories
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Coulter, Xenia; Mandell, Alan – New Directions for Adult and Continuing Education, 2018
In this chapter, the editors integrate various threads from the earlier chapters to note the extent to which, together, these essays deepen our understanding of Dewey and identify new ways of thinking about adult education.
Descriptors: Educational Philosophy, Adult Education, Educational Methods
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Merrill, Michael – New Directions for Adult and Continuing Education, 2018
When Dewey's reflections on the philosophy of experience required for a philosophy of education are considered from the standpoint of vocational education, often-neglected corners and relatively obscure aspects of his thought are illuminated.
Descriptors: Vocational Education, Educational Philosophy, Experience
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Scully-Russ, Ellen; Boyle, Kevin – New Directions for Adult and Continuing Education, 2018
Through the lens of Vygotsky's Cultural-Historical Development Theory, the Equitable Food Initiative (EFI) moves traditional informal workplace theories into the cultural, intersubjective realm.
Descriptors: Learning Theories, Food, Informal Education, Workplace Learning
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Smith, L. Shakiyla; Nicolaides, Aliki – New Directions for Adult and Continuing Education, 2018
Intentional communities of inquiry can serve as important informal learning contexts for adults to grow their meaning-making complexity and capacity to manage ambiguity through and in relationship.
Descriptors: Adults, Adult Learning, Communities of Practice, Inquiry
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Cox, Alexandra – New Directions for Adult and Continuing Education, 2018
The "alone together" paradox is a phenomenon that occurs when adults make meaning of their learning in the online environment. By way of being "alone together," the online environment manifests a context for incidental and informal learning.
Descriptors: Informal Education, Incidental Learning, Adult Learning, Online Courses
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Justice, Sean; Yorks, Lyle – New Directions for Adult and Continuing Education, 2018
This chapter adopts an enactivist framework to analyze the incidental and informal learning of a middle-school teacher.
Descriptors: Incidental Learning, Guidelines, Informal Education, Middle School Teachers
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Nicolaides, Aliki; Scully-Russ, Ellen – New Directions for Adult and Continuing Education, 2018
In this final chapter, we identify and elaborate the connections throughout the volume. We explore the philosophical underpinnings of the original model and analyze how the different lenses in these chapters lead the authors to new understandings of informal and incidental learning that trouble some of the features of the original model. We…
Descriptors: Informal Education, Incidental Learning, Models, Educational Philosophy
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Watkins, Karen E.; Marsick, Victoria J.; Wofford, M. Grant; Ellinger, Andrea D. – New Directions for Adult and Continuing Education, 2018
Examples of informal and incidental learning, including an extended discussion of informal learning in flight instruction, are used to illustrate the model of informal and incidental learning in practice, as well as the nonlinear nature of this learning.
Descriptors: Informal Education, Incidental Learning, Flight Training, Models
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