In the World Library of Educationalists, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. This volume brings together the selected works of Knud Illeris.
Leaving a promising business career at age 27 to begin his higher education, Knud Illeris exemplifies the true spirit of youth and adult education that has resulted in him having published in almost twenty countries, including the UK, Germany, China, Korea and Brazil. Knud Illeris’ work revolves around the way learning takes place and in some cases does not take palce. Split into five parts;
Learning, Development and Education: From learning theory to education and practice is arranged thematically and examines youth and adult learning through Illeris’ model based on three dimensions of learning and competence development– emotional, cognitive and social, and four kinds of learning.
In this collection of his papers, written over a period of almost five decades, and published in multiple languages, spanning from Faroese to Chinese, some of his most important works are chronicled. This compelling overview of Illeris’ contribution to educational thinking and theory charts the challenges and obstacles faced by disciplination and selection, and offers a genuine impression and understanding of an almost lifelong engagement with a wide range of topics in the field of learning – an engagement which has been the central area of Illeris’ academic life.
Preface 1. A Comprehensive Understanding of Human Learning (Contempory Theories of Learning, p. 7-20, Routledge 2009) 2. The Development of a Comprehensive and Coherent Theory of Learning (European Journal of Education (Wiley), 50/1, p. 29-40, 2015) 3. Learning in the Competition State (translated from Læring i konkurrencestaten, Samfundslitteratur, p. 207-223, 2014) 4. Lifelong Learning as a Psychological Process (The Routledge International Handbook of Lifelong Learning, p. 401-410, Routledge 2009) 5. Learning, Identity and Self-Orientation in Youth (Nordic Journal of Youth Research (SAGE), 11/4, p. 357-376, 2003) 6. Adult Learning (The Routledge Companion to Human Resource Development, p. 21-29, Routledge 2015) 7. Lifelong Learning and the Low-Skilled (International Journal of Lifelong Education (T&F), 25/1, p. 15-28, 2005) 8. Learning and Cognition (The Routledge International Handbook of Learning, p. 18-27, Routledge 2012) 9. Transfer of Learning in the Learning Society (International Journal of Lifelong Education (T&F), 28/2, p. 137-148, 2009) 10. Adult Learning and Responsibility (Adult Education in a Transforming Society, p. 107-125, Roskilde University Press, 1998) 11. Adult Education between Emancipation and Control (Adult Education in the Perspective of the Learners, p. 116-136, Roskilde University Press 2000) (together with Annegrethe Ahrenkiel) 12. Mislearning, defense and resistance (Adult education and adult learning, p. 109-118, Roskilde University Press 2004) 13. The organisation of studies at Roskilde University: the concept, practice and problems of project organisation (Principles of Education and Research, 2nd edition, Roskilde University, 2002) 14. Project Work in University Studies (Project Studies – a late modern university reform?, Roskilde University Press, p. 25-32, 1999) 15. Learning, experience and personal development (How We Learn, p. 125-134, Routledge 2007) 16. Transformative Learning (The SAGE Handbook of Learning, p. 331-341, SAGE 2015) 17. Transformative Learning re-defined: as changes in elements of the identity (International Journal of Lifelong Education (T&F), 33/5, p. 573-586, 2014) 18. Workplaces and Learning (The SAGE Handbook of Workplace Learning, p. 32-45, SAGE 2011) 19. Workplace Learning and Learning Theory (Journal of Workplace Learning, 15/4 (Emerald), p. 167-178, 2003) 20. The workplace as a framework for learning (Learning in Working Life, p. 77-89, Roskilde University Press 2004) 21. Workplace learning as competence development (The Fundamentals of Workplace Learning, p. 48-63, Routledge 2011)
The World Library of Educationalists celebrates the important contributions to education made by leading experts in their individual fields of study. Each scholar has compiled a career-long collection of what they consider to be their finest pieces: extracts from books, journals, articles, major theoretical and practical contributions, and salient research findings.
For the first time ever the work of each contributor is presented in a single volume so readers can follow the themes and progress of their work and identify the contributions made to, and the development of, the fields themselves.
The distinguished careers of the selected experts span at least two decades and include Richard Aldrich, Stephen J. Ball, Elliot W. Eisner, John Elliott, Howard Gardner, John Gilbert, Ivor F. Goodson, David Hargreaves, David Labaree and E.C. Wragg.
Each book in the series features a specially written introduction by the contributor giving an overview of their career, contextualizing their selection within the development of the field, and showing how their own thinking developed over time.