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商品簡介
作者簡介
目次
商品簡介
書稿由國際一流學者教授寫成，這些學者都活躍并任職于美國各大名校的教學和科研崗位。第一部分：第一章闡述了泰國的教育背景和現行的教育體制；第二章敘述了中東和北非的古老教育體制和哲學理論根據，以及正在進行的成人教育改革和現行的教育體制；第三章描寫了非洲特殊社會的哲學理論；第四章闡明了埃及的教育發展過程，及埃及與美國的教育到底有多少關係等問題；作為主體的第五章，全面地比較了中國與美國的成人教育理論與實踐，這一章為學者們研究東西方教育理論與實踐提供了研究基礎和方向。第二部分：進一步提供了更嚴密的國際教育理論，并對不同國家的理論與實踐進行了分析，供學者參考。通過閱讀全書，讀者可以了解成人教育的過去，欣賞其豐富的歷史，驚人的成就；同時也可以理解教育的困難、悲劇和挑戰。通過閱讀全書，讀者從而得知每個人、每個國家的教育理論和教育實踐在全球都有其一席之地。
作者簡介
Judith A. Cochran, Ph.D., is the E. Desmond lee Endowed Professor in Tutorial Education at the University of Missouri, St. Louis. In 2005 she was a Visiting Scholar at the Center for Middle Eastern Studies at the University of Texas, Austin. Dr. Cochran had Fulbright Senior Lectureships in Egypt and Turkey. She authored the book Education in Egypt and multiple articles on education in the Middle East, and peace efforts of adult education in Israel and Palestine. Dr. Cochran may be reached at CochranJu@msx.umsl.edu.
目次
Preface
Acknowledgements
The Editors
The Contributors
Introduction: A Constellation of Experience
Part HISTORY, PERSPECTIVES AND INSIGHTS
Chapter 1 Adult Education Praxis in Thailand: A Tapestry of Interdependence for Lifelong Learning
1.1 Adult Education Praxis in Thailand
1.2 The Intersection of Andragogy and Buddhism
1.3 Conclusion
References
Chapter 2 The Challenges of Education the Adults of the Middle East and North Africa
2.1 Introduction and History of the Region
2.2 Factors Affecting Educational Policy
2.3 Educational Issues in the MENA States
2.4 Women's Issues of Equality and Access to Education
2.5 Case Study of Adult Education Applications in the Middle East
2.6 Conclusions
References
Chapter 3 Ubuntuism: An African Social Philosophy Relevant to Adult Learning and Workplace Learning
3.1 Introduction
3.2 Why the History of Adult Learning?
3.3 Why the Philosophy of Adult Learning?
3.4 Meaning of Ubuntuism
3.5 The Core Principles of Ubuntuism Worldview
3.6 The Spirituality Principle
3.7 The Relevance of Spirituality Concept to Adult and Workplace Learning
References
Chapter 4 Reactions to Western Educational Practice: Adult Education in Egypt
Chapter 5 Chinese Knowledge Transmitters of Western Learning Facilitators Adult Teaching Methods Compared
Part 2 THEORETICAL BASES
Chapter 6 How Contextually Adapted Philosophies and the Situational Role of Adult Educators Affect Learners' Transformation and Emancipation
Chapter 7 Expanding Our Thinking about Andragogy: Toward the International Foundation for its Research, Theory and Practice Development-A Continuing Research Study
Chapter 8 Pedagogy of the Oppressed
Chapter 9 Exploring Feminist Research and Pedagogy in a Crucible of Tragedy: International Perspectives Creating Meaning and Response
Chapter 10 New Perspectives on Gains in the ABE Classroom: Transformational Learning Results Considered
Chapter 11 Confucius and Mezirow-Understanding Mezirow's Theory of Reflectivity from Confucian Perspectives: A Model and Perspective
Chapter 12 Conclusion: Creating a Global Future of Transformation and Learning
Index
Acknowledgements
The Editors
The Contributors
Introduction: A Constellation of Experience
Part HISTORY, PERSPECTIVES AND INSIGHTS
Chapter 1 Adult Education Praxis in Thailand: A Tapestry of Interdependence for Lifelong Learning
1.1 Adult Education Praxis in Thailand
1.2 The Intersection of Andragogy and Buddhism
1.3 Conclusion
References
Chapter 2 The Challenges of Education the Adults of the Middle East and North Africa
2.1 Introduction and History of the Region
2.2 Factors Affecting Educational Policy
2.3 Educational Issues in the MENA States
2.4 Women's Issues of Equality and Access to Education
2.5 Case Study of Adult Education Applications in the Middle East
2.6 Conclusions
References
Chapter 3 Ubuntuism: An African Social Philosophy Relevant to Adult Learning and Workplace Learning
3.1 Introduction
3.2 Why the History of Adult Learning?
3.3 Why the Philosophy of Adult Learning?
3.4 Meaning of Ubuntuism
3.5 The Core Principles of Ubuntuism Worldview
3.6 The Spirituality Principle
3.7 The Relevance of Spirituality Concept to Adult and Workplace Learning
References
Chapter 4 Reactions to Western Educational Practice: Adult Education in Egypt
Chapter 5 Chinese Knowledge Transmitters of Western Learning Facilitators Adult Teaching Methods Compared
Part 2 THEORETICAL BASES
Chapter 6 How Contextually Adapted Philosophies and the Situational Role of Adult Educators Affect Learners' Transformation and Emancipation
Chapter 7 Expanding Our Thinking about Andragogy: Toward the International Foundation for its Research, Theory and Practice Development-A Continuing Research Study
Chapter 8 Pedagogy of the Oppressed
Chapter 9 Exploring Feminist Research and Pedagogy in a Crucible of Tragedy: International Perspectives Creating Meaning and Response
Chapter 10 New Perspectives on Gains in the ABE Classroom: Transformational Learning Results Considered
Chapter 11 Confucius and Mezirow-Understanding Mezirow's Theory of Reflectivity from Confucian Perspectives: A Model and Perspective
Chapter 12 Conclusion: Creating a Global Future of Transformation and Learning
Index
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