The initial aspect of social transformation is that expectations for new kinds of learning are expressed well before the attitudes and skills needed to implement them become common. The purpose of this book is to implement them become common. The purpose of this book is to identify some emerging challenges and describe ways to meet them by making changes in the content and processes of education for young adults (ages 20 to 40), people of middle age (ages 40 to 60), and older adults (age 60+). The following questions are discussed to motivate reflection, describe options, and encourage collective action. How can more students complete the education required for career preparation? How can diverse age groups in the workplace improve their relationships? How can creative thinking and teamwork be fostered to increase productivity? How can adolescents be respected as important sources of learning for adults? How can parents teach attitudes and skills for Internet learning and networking? How can a longer lifespan affect the roles and relationships of families? How can people learn to manage the setbacks and losses that are part of life? How can older adults be motivated to learn and provided relevant classes? How can attention and concentration be sustained in distracted environments? Several audiences can benefit from the text. College faculty and students studying adult development will discover insights about learning priorities at successive ages. Counselors will better understand their clients who represent the full age range of adults. Social service providers who arrange for family assistance will find out how family relationships should change over time. Nurses and administrators of assisted care facilities will recognize new ways to help residents retain mental abilities and build social networks. The reading public will be ale to understand how to improve the quality of life for relatives, friends, coworkers and themselves. -- from back cover.
The objectives of this themed edited collection, Pathways to Transformation: Learning in Relationship, are threefold. First, this collection serves as a space to synthesize current research on transformative learning.
The Mentor's Guide has made that gift-giving compelling, comfortable, and competent. Every leader who cares about nurturing talent and facilitating excellence will find this book a joy to read and a jewel to share.
This volume focuses on parents and teachers as adult learners who should be growing and learning along with the children in their care.
The book reveals the common patterns adults experience in their careers, relationships, and development. The authors show how, by gaining an understanding of these patterns in their own lives, adults...
This book explores the ongoing dilemma that has plagued many educators for generations - is adult learning and the teaching of adults the same or different from that of younger persons? Rogers examines what is meant by learning.
An Intergenerational Perspective Robert D. Strom, Paris S. Strom. contention was everyone experiences more than they will ever understand but it is experience more than understanding that has the greater impact on behavior (McLuhan ...
This book brings together recent research on interpersonal relationships in education from a variety of perspectives including research from Europe, North America and Australia.
This book contributes to the setting out of a new, better informed and complex basis for discussions about the relationships between the State, the civil society and the citizen in distinct European countries and regions.
This is a must-have update to the bestselling guide that’s beloved by mentors everywhere. “A mentor is a wise, trusted advisor.
This book will be of interest to those involved in counselling, psychotherapy and psychoanalysis; psychiatry, psychology, nursing and general medical practice; social work and pastoral care; schooling, adult, community and higher education; ...