An Historical Analysis Of The Development Of Thinking In The Principal Writings Of Malcolm Knowles
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An Historical Analysis of the Development of Thinking in the Principal Writings of Malcolm Knowles
Malcolm Shepherd Knowles was a key writer and theorist in the field of adult education in the United States. He died in 1997 and left a large legacy of books and journal articles. This thesis traced the development of his thinking over the 46-year period from 1950 to 1995. It examined the 25 works authored, co-authored, edited, reissued and revised by him during that period. The writings were scrutinised using a literature research methodology to expose the theoretical content, and a history of thought lens to identify and account for the development of major ideas. The methodology enabled a gradual unfolding of the history. A broadly-consistent and sequential pattern of thought focusing on the notion of andragogy emerged. The study revealed that after the initial phases of exploratory thinking, Knowles developed a practical-theoretical framework he believed could function as a comprehensive theory of adult learning. As his thinking progressed, his theory developed into a unified framework for human resource development and, later, into a model for the development of self-directed lifelong learners. The study traced the development of Knowles’ thinking through the phases of thought, identified the writings that belonged within each phase and produced a series of diagrammatic representations showing the evolution of his conceptual framework. The production of a history of the development of Knowles’ thought is the major outcome of the study. In addition to plotting the narrative sequence of thought-events, the history helps to explicate the factors and conditions that influenced Knowles’ thinking and to show the interrelationships between ideas. The study should help practitioners in their use and appreciation of Knowles’ works.
Facilitating Adult and Organizational Learning Through Andragogy: A History, Philosophy, and Major Themes
Andragogy may be defined as a scientific discipline for study of the research, theory, processes, technology, practice, and anything else of value and benefit including learning, teaching, instructing, guiding, leading, and modeling/exemplifying a way of life that would help to facilitate and bring adults to their full degree of humaneness. Andragogy is one part of the broader international field of adult education, human resource development, and lifelong learning, thus serving the advancement and connection needs of adult learners, organizational development, and lifelong learning in areas such as higher education, business, military, corporate training, healthcare, executive leadership, courtroom practice, religious life, and human resource development. Facilitating Adult and Organizational Learning Through Andragogy: A History, Philosophy, and Major Themes investigates the history, philosophy, and major themes of andragogy and how they may contribute to helping practitioners to design and facilitate adult and organizational learning. The book presents more than 500 documents that are examined through two different lenses. The first lens is the history and philosophy (or a chronological approach) of andragogy while the second lens takes a look at the major themes as categories of what the documents express. While encompassing the background, uses, and future of andragogy, this book is ideally intended for teachers, administrators, practitioners, stakeholders, researchers, academicians, and students.
The WISE Journal
The WISE Journal investigates the dynamic relationship between architecture, humans, and human activities in learning and work environments. The publication brings into conversation different scientific disciplines and some of the world's foremost thinkers. This extensive mixed-media journal offers its readers food for thought on how to translate this cross-disciplinary exploration into fulfilling, long-lasting architecture – intentionally stimulating spaces that support productivity, learning, and well-being. The e-book contains a series of interviews in video and podcast format alongside numerous illustrations that support articles, case studies, and essays. For in-depth readers, the publication provides hundreds of pages of text with thorough references to peer-reviewed articles. "Education institutions should remember that their ultimate customer is not the students - nor their parents - but society at large. The WISE Journal beautifully demonstrates the intricate impact that education has on space, skills and society." - Ben Nelson, Founder, Minerva University "The WISE Journal has identified a set of important topics whose relationship to one another can benefit from appropriate examples and thoughtful reflections." - Howard Gardner, Harvard Graduate School of Education "The WISE Journal brings into conversation the many diverse disciplines involved in the design of intentional spaces. This cross-pollination of research, theory, insights and practice is essential to advancing architecture for wellbeing and lifelong learning." - Susan Magsamen, Executive Director, International Arts + Mind Lab