Diversity,adult education and the future: a tentative exploration     

Liv Anne Støren 《International Journal of Lifelong Education》2013,32(2):165-189

Diversity in its many guises is strongly championed in the adult education literature. To conceive a future for adult education that is not diverse and does not try to address the needs of diverse learners seems absurd. Yet, diversity is not a unitary concept, having many definitions and paradoxical effects. Questions arise about its future in a globalizing world. It is not obvious that all facets of diversity in adult education can thrive into the future. This paper attempts to explore the future of diversity in adult education. It applies two methodologies used in futures research to do so. One, causal layered analysis (CLA), enables the present to be analysed critically in order to explore possible futures. In this paper CLA is used to identify possible effects of globalization on diversity in adult education. The other methodology used is visioning. The adult education literature is examined for its visions of diversity. Four different visions are identified. Each theorizes diversity differently. One aims for individual personal development within an accommodating, non‐critical context. A second emphasizes personal development but within a context that is critical, striving for a more just society. A third envisions social learning facilitating change towards a critical, more just society. A fourth focuses on social learning but within an accommodating, non‐critical context. CLA and visioning enable some tentative statements to be made about the future of diversity in adult education. Chief among them is that diversity, when valued in the market place, will prosper, while diversity that is intended to act as an agent for social change will not.  相似文献   

Is Analogical Thinking Characteristic of Children?     

Edward Porter St. John 《Religious education (Chicago, Ill.)》2013,108(6):390-392

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STUDENT ASSOCIATION WORK     

Thomas St. Claib Evans 《Religious education (Chicago, Ill.)》2013,108(5):518-520

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Poststructural feminism in education: An overview     

Elizabeth Adams St. Pierre 《International journal of qualitative studies in education》2013,26(5):477-515

Feminists in education increasingly use poststructuralism to trouble both discursive and material structures that limit the ways we think about our work. This overview of poststructural feminism presents several key philosophical concepts ? language; discourse; rationality; power, resistance, and freedom; knowledge and truth; and the subject ? as they are typically understood in humanism and then as they have been reinscribed in poststructuralism, paying special attention to how they have been used in education.  相似文献   

CONSUMERISM AND THE AGING     

James M. Eddy  Richard W. St. Pierre  Mary S. Sutherland 《Educational gerontology》2013,39(3):309-316

The need for consumer health education for the aged has been expressed by a variety of authors. This paper focuses on the rationale, development, implementation, and evaluation of a consumer health education program for the aged.  相似文献   

Bottom line—Who are our students?     

Stephen R. St. Onge  Thomas Ellett 《About Campus》2005,10(2):28-30

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Questioning the existence of dog: Cynical philosophy and education     

Henry St. Maurice 《The Australian Educational Researcher》1999,26(3):105-112

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Publishing agreements: a book of precedents 4th Edition General Editor: Charles Clark London: Butterworths 1993 Hardback 270pp €37.50 ISBN 0 406 02094 9     

John St Aubyn 《Learned Publishing》1993,6(4):61-62

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Copyright issues     

John St Aubyn 《Learned Publishing》1994,7(4):253-254

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A SAFE WAY TO FIRST SOLO: A FLIGHT TRAINING CURRICULUM AND INSTRUCTIONAL INNOVATION     

Ross St. George  Ian D. Livingstone  Neil Reid  Cedric Croft 《Assessment & Evaluation in Higher Education》1990,15(2):87-104

A structured flight training syllabus to first solo, with accompanying student notes and instructional records was trialled in one aero club. Student progress was contrasted with flight training in two other clubs. Both quantitative and qualitative monitoring data were collected. This paper outlines the project, reports the data and general outcomes, and notes the difficulties encountered in implementing and monitoring this innovation in a loosely organised and changing context.  相似文献