The Theory and Practice of Learning

by Jarvis; Peter

• ISBN13: 9780749439316
• ISBN10: 0749439319
• Edition: 2nd
• Format: Hardcover
• Copyright: 2003-02-01
• Publisher: RoutledgeFalmer

Summary

Learning is among the most basic of human activities. The study of learning, and research into learning is becoming a central part of educational studies. This is a comprehensive introduction to contemporary theories and modern practices of learning. Updated and expanded, this second edition should be of interest to teachers, facilitators, human resource developers and students of education. The contents cover: lifelong learning; the social background to learning; cognitivist theory; types of learning; learning using ICT; and philosophical reflections on learning.

Author Biography

Peter Jarvis is Professor of Continuing Education and Chair of the Centre for Research in Lifelong Learning at the University of Surrey, and is Adjunct Professor at the Department of Adult Education, University of Georgia, USA John Holford is Professor of Adult Education at the University of Surrey, and Honorary Professor in the School of Professional and Continuing Education, Hong Kong. A founder of the Centre for Research in Lifelong Learning Colin Griffin is Visiting Senior Fellow in the Department of Educational Studies at the University of Surrey

Table of Contents

The authors	vi
Preface to the first edition	viii
Preface to the second edition	x
1 The emergence of lifelong learning	1	(12)
From childhood to adult to lifelong	2	(1)
From the few to the many	3	(1)
From learning as process to learning as an institutional phenomenon	4	(1)
From education and training to learning	4	(1)
From teacher-centred to student-centred education	5	(1)
Liberal to vocational and human resource development	6	(1)
From theoretical to practical	7	(1)
From single discipline to multidisciplinary to integrated knowledge	7	(1)
From knowledge as truth to knowledge as relative/information/narrative/discourse	8	(1)
From rote learning to learning as reflection	9	(1)
From welfare needs to market demands (wants)	10	(1)
From classical curriculum to romantic curriculum to programme	10	(1)
From face-to-face to distance e-learning	11	(1)
Conclusion	12	(1)
2 The social background of lifelong learning	13	(11)
The focus on change	14	(1)
Characteristics of modern societies	15	(2)
Education and modern society	17	(2)
The forces of change	19	(3)
Learning and the postmodern condition	22	(2)
3 Behaviourist approaches to learning	24	(8)
The problem of definition	24	(1)
Behavioural theorists	25	(2)
Conditioning	27	(1)
Teaching and learning	28	(2)
Conclusion	30	(2)
4 Cognitivist theories	32	(10)
Jean Piaget	32	(4)
Lev Vygotsky	36	(2)
Jack Mezirow	38	(3)
Conclusion	41	(1)
5 Social learning	42	(11)
Learning, culture and social roles	44	(3)
Mead and the social construction of self	47	(2)
Bandura and social learning theory	49	(1)
Collective learning	50	(2)
Conclusion	52	(1)
6 Experiential learning	53	(15)
The nature of experience	53	(3)
The nature of experiential learning	56	(9)
Reflections of experiential learning	65	(2)
Conclusion	67	(1)
7 Types of learning	68	(8)
Authors and their terminology	68	(4)
A process of synthesis	72	(3)
Conclusion	75	(1)
8 Culture and learning	76	(13)
Introduction	76	(1)
How do women learn?	77	(1)
Women's identity and morality: the work of Carol Gilligan	78	(2)
Women's ways of knowing	80	(5)
Do Chinese learners learn differently?	85	(3)
Conclusion	88	(1)
9 Self-directed learning	89	(14)
Cyril Houle	91	(1)
Allen Tough	92	(2)
Malcolm Knowles	94	(2)
Stephen Brookfield	96	(3)
From theory to practice	99	(2)
Self directed learning and public policy	101	(1)
Conclusion	101	(2)
10 Contracts and learning	103	(13)
The search for predictability	103	(2)
Contracts and markets	105	(1)
Learning contracts: self-direction and personal autonomy	106	(2)
Contracts and competence	108	(1)
The 'contracting society'	109	(3)
Learning contracts and modular learning	112	(1)
The language of contracts	113	(2)
Contracts and freedom	115	(1)
11 Open and distance learning	116	(13)
Traditional education and closed institutions	117	(1)
Defining open learning	118	(1)
Open learning and distance education	119	(2)
Theories of distance education	121	(4)
From theory to practice	125	(3)
Conclusion	128	(1)
12 Work-based and problem-based learning	129	(15)
Learning at work	129	(1)
A brief history of learning at work	130	(2)
Training and the changing workplace	132	(1)
Developing 'human resources'	133	(11)
13 The learning organization	144	(13)
The historical evolution of the learning organization	144	(3)
Defining the learning organization	147	(2)
Landmark contributors	149	(3)
Applications	152	(1)
A critical perspective	153	(2)
Conclusion	155	(2)
14 Assessing learning	157	(14)
The traditional approach to assessment	158	(3)
Contemporary issues in assessment	161	(10)
References	171	(14)
Further reading	185	(9)
Index	194