By Knud Illeris
During this definitive selection of today’s such a lot influential studying theorists, 16 world-renowned specialists current their knowing of what studying is and the way human studying occurs. Professor Knud Illeris has accrued chapters that specify either the advanced frameworks during which studying happens and the categorical elements of studying, resembling the purchase of studying content material, own improvement, and the cultural and social nature of studying tactics. every one foreign specialist offers both a seminal textual content or a completely new pr?cis of the conceptual framework they've got constructed over a life of examine. Elucidating the most important innovations of studying, modern Theories of studying offers either the proper table reference and a terrific creation for college students. it's going to turn out an authoritative consultant for researchers and teachers concerned with the research of studying, and a useful source for all these facing studying in everyday life and paintings. It offers an in depth synthesis of present studying theories… all within the phrases of the theorists themselves. The theories of Knud Illeris Peter Jarvis Robert Kegan Yrj? Engestr?m Bente Elkjaer Jack Mezirow Howard Gardner Peter Alheit John Heron Mark Tennant Jerome Bruner Robin Usher Thomas Ziehe Jean Lave Etienne Wenger Danny Wildemeersch & Veerle Stroobants of their personal phrases
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Extra resources for Contemporary Theories of Learning: Learning Theorists ... In Their Own Words
San Francisco: Jossey-Bass. Maslin, K. T. (2001) An Introduction to the Philosophy of Mind. Cambridge, UK: Polity. Piaget, J. (1929) The Child’s Conception of the World. London: Routledge and Kegan Paul. Schutz, A. and Luckmann, T. (1974) The Structures of the Life-world. London: Heinemann. Strauss, A. (ed) (1964) George Herbert Mead on Social Psychology. Chicago: University of Chicago Press. Wenger, E (1998) Communities of Practice: Learning, Meaning, and Identity. Cambridge, UK: Cambridge University Press.
Erikson, E. (1963) Childhood and Society. New York: Norton. Falzon, C. (1998) Foucault and Social Dialogue: Beyond Fragmentation. London: Routledge. Fowler, J. (1981) Stages of Faith: The Psychology of Human Development and the Quest for Meaning. New York: Harper and Row. Illeris. K (2002) The Three Dimensions of Learning: Contemporary Learning Theory in the Tension Field Between the Cognitive, the Emotional and the Social. Leicester: NIACE. Jarvis, P. (1987) Adult Learning in the Social Context.
However, there is a fundamental issue here about the person becoming more experienced which tells us something more about the nature of the person. For as long as I can continue to learn, I remain an unfinished person – the possibility of more growth, more experience and so on remains – or I am still learning to be me! Philosophically speaking, I only am at the moment ‘now’ and since I cannot stop time I am always becoming; paradoxically, however, through all that becoming I always feel that I am the same self.