New Needs for Adult Education

Lindeman, Eduard C.

doi:10.1177/000271624423100122

Cited by 7 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Siljander, 2011). After reading we extracted the texts for analysis: Grundtvig (1836Grundtvig ( /1991Grundtvig ( , 1838Grundtvig ( /1991Grundtvig ( , 1840Grundtvig ( /1991Grundtvig ( , 1847Grundtvig ( /1991Grundtvig ( , 1854Grundtvig ( /1991; Knowles (1980Knowles ( , 1989Knowles ( , 1990Knowles ( , 2002Knowles ( , 2019; Lindeman (1926Lindeman ( , 1932Lindeman ( , 1935Lindeman ( , 1938Lindeman ( /1987Lindeman ( , 1944Lindeman ( , 1945Lindeman ( , 1951Lindeman ( /1987; Savićević (1999Savićević ( , 2008Savićević ( , 2012. We then arranged the texts in table format to facilitate analysis of the similarities and differences between the theorists.…”

Section: Hermeneutical Text Interpretationmentioning

confidence: 99%

Towards the Essence of Andragogy – A Hermeneutical Reading of Grundtvig, Knowles, Lindeman and Savićević

Malinen,

Piirainen

2023

View full text Add to dashboard Cite

The aim of this study is to search for the essence of andragogy through a critical examination of andragogy theorists and thereby increase the theoretical understanding of andragogy. Systematic reviews in 2013 and in 2021 led us to probe more deeply into andragogical writings in search of the essence of andragogy. Writings by four classic theorists representing different andragogical approaches – Grundtvig, Knowles, Lindeman and Savićević – were selected for hermeneutic text interpretation. Based on the results, we formulated, as constituting the essence of andragogy, three intertwined principles: 1) lived experience, 2) reciprocal interaction, and 3) “power with”. Each principle expresses the qualities that describe its nature. These three principles are necessary and sufficient conditions for the andragogy to be present. If one of these principles is lacking, the wholeness of andragogy is absent, and the phenomenon does not exist.

show abstract

Section: Hermeneutical Text Interpretationmentioning

confidence: 99%

Towards the Essence of Andragogy – A Hermeneutical Reading of Grundtvig, Knowles, Lindeman and Savićević

Malinen,

Piirainen

2023

View full text Add to dashboard Cite

show abstract

“…L'un des défis majeurs des formateurs est donc de pouvoir répondre à l' ensemble des besoins de ces apprenants adultes. Les bâtisseurs de théories entourant l'apprentissage des adultes (Dewey, 1916(Dewey, /2011Lindeman, 1944Lindeman, , 1945Knowles, 1977Knowles, , 1978Knowles, , 1981Schön, 1994) ont permis de mieux comprendre l'adulte en tant qu'apprenant ainsi que ses besoins. Ceux-ci ont également contribué à rendre plus explicite le rôle de l' enseignant comme andragogue, soit un enseignant qui s'assure de répondre aux besoins spécifiques d'adultes en situation d'apprentissage.…”

Section: Les éDucatrices En Petite Enfance Dans Le Rôle D'apprenantesunclassified

Il était une fois des éducatrices en petite enfance engagées dans une formation continue en ligne : histoires d’apprenantes

Moreau¹,

Royer²,

Royer³

2019

J Child. Stud.

View full text Add to dashboard Cite

Au fil d’une recherche qualitative, six éducatrices en petite enfance ont pu s’exprimer sur leur cheminement personnel et professionnel au sein d’une formation continue en ligne les menant à un diplôme universitaire (certificat de 30 crédits). Une analyse par catégories conceptualisantes a permis à leur histoire de prendre forme à travers différentes dimensions ayant influencé leur développement professionnel. De leurs débuts comme apprenantes jusqu’aux différents enjeux vécus pendant leur formation continue en ligne et leur perception de la pédagogie, l’article met en lumière l’histoire de ces éducatrices en petite enfance inscrites comme apprenantes dans une formation continue en ligne.

show abstract

“…Thus, we argue that we should understand and construct knowledge to represent the relationship between care and knowledge under the name of education, whilst paying attention to the living ecology of the community of practice, instead of ignoring all the antinomies and oxymorons that lead to borrowing leadership models from outside the field of ECEC. Praxis offers us the lenses to examine where the pressures on accountability, marketisation, datafication and readiness for school can allow us to ‘describe, transform, arouse emotions, investigate, evoke, impress [and] do good’ (Demetrio, 1996: 155), and develop ‘education for use’ (Lindeman, 1944).…”

Section: Conclusion: Pedagogical Leadership As Telosmentioning

confidence: 99%

Leadership in early childhood education: The case for pedagogical praxis

Palaiologou

Male

2018

Contemporary Issues in Early Childhood

View full text Add to dashboard Cite

In this conceptual paper we examine the context of early childhood education and care (ECEC) in England and the underpinning predominant ideologies to explore how these impact on the framing of leadership. The English context entails several contradictions (antinomies) at ontological, epistemological and axiological levels and is heavily influenced by an ideological struggle concerning the value of play within the sector as opposed to a climate of child performativity. Moreover, the predominately female workforce (a factor itself) has faced relentless changes in terms of qualifications and curriculum reforms in the recent years. With the introduction of the graduate leader qualification [Early Years Teacher Status (EYT)] a vast body of research has been seeking to conceptualise what leadership means for ECEC. In this paper we argue that these attempts are helpful and contribute to this discourse of leadership, but we need to think of it not only abstractly, but practically as well. Thus, we conclude, our (re)conceptualisation of leadership should locate it as pedagogical praxis after evaluating the inherent deep dispositions of leaders in conjunction with their history, surrounding culture and subjective perspectives/realities.

show abstract

New Needs for Adult Education

Cited by 7 publications

References 0 publications

Towards the Essence of Andragogy – A Hermeneutical Reading of Grundtvig, Knowles, Lindeman and Savićević

Towards the Essence of Andragogy – A Hermeneutical Reading of Grundtvig, Knowles, Lindeman and Savićević

Il était une fois des éducatrices en petite enfance engagées dans une formation continue en ligne : histoires d’apprenantes

Leadership in early childhood education: The case for pedagogical praxis

Contact Info

Product

Resources

About