Originally published in 1989, this book presents a variety of perspectives on the definition of knowledge and of adult education, by leading authors and practitioners in the study of adult education in the UK and USA. This collection of different and often contradictory views makes a detailed analysis of the epistemology and practice of adult education. Three major views are reflected within the book, all of which focus upon the role of the conventional disciplines as a 'theoretical' basis for adult education curricula and professional practice.
1. Introduction: The Epistemological Imperative Barry P. Bright 2. Philosophy and Adult Education R. W. K. Paterson 3. Epistemological Vandalism: Psychology in the Study of Adult Education Barry P. Bright 4. Locating Adult Education in the Practical Robin S. Usher 5. Right fo the Wrong Reasons: A Critique of Sociology in Professional Adult Education Paul F. Armstrong 6. Cultural Studies, Critical Theory and Adult Education Colin Griffin 7. The Epistemology of Adult Education int he United States and Great Britain: a Cross-Cultural Analysis Stephen D. Brookfield 8. Overview and Conclusions Barry P. Bright 9. Rejoinders and Further Comments R. W. K. Paterson, Paul F. Armstrong and Robin S. Usher
Against a background of profound wordwide social and economic change, the concept of lifelong learning has come increasingly into the public eye. As educators and policy-makers rethink the meaning of education, the purpose of schooling and the place of learning in our everyday lives, educational institutions are opening up to those traditionally deprived of the opportunity. The books in this set, originally published between 1979 and 1992 with many including global case studies reflect upon major issues confronting adult educators worldwide and