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Epistemologies and Ethics in Adult Education and Lifelong Learning / by Richard G. Bagnall, Steven Hodge
(Palgrave Studies in Adult Education and Lifelong Learning. ISSN:25246321)
| 資料タイプ | 電子ブック |
|---|---|
| 版 | 1st ed. 2022. |
| 出版者 | (Cham : Springer International Publishing : Imprint: Palgrave Macmillan) |
| 出版年 | 2022 |
| 大きさ | VIII, 344 p : online resource |
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| 一般注記 | Chapter 1: Introduction and Overview -- Chapter 2: Adult Education and Lifelong Learning -- Chapter 3: Epistemology and Ethics in Adult Education and Lifelong Learning -- Chapter 4: Disciplinary Epistemology -- Chapter 5: Ethics within a Disciplinary Epistemology -- Chapter 6: Constructivist Epistemology -- Chapter 7: Ethics within a Constructivist Epistemology -- Chapter 8: Emancipatory Epistemology -- Chapter 9: Ethics within an Emancipatory Epistemology -- Chapter 10: Instrumental Epistemology -- Chapter 11: Ethics within Instrumental Epistemology -- Chapter 12: Situational Epistemology -- Chapter 13: Ethics within Situational Epistemology -- Chapter 14: A Critique of Instrumental Adult Education and Lifelong Learning -- Chapter 15: Codes of Conduct as a Response to the Limitations of Instrumental Ethical Frameworks -- Chapter 16: The Place of Authenticity and Lifelong Learning in a Situational Future This book presents and advocates for a framework of competing epistemologies and conceptions of ethics as a way of understanding modernist lifelong learning. These epistemologies are grounded in a recognition of the normative nature of knowledge that informs lifelong learning; each being framed by a different account of the sort of knowledge that is most valued and therefore foregrounded in lifelong learning policy, provision and engagement informed by the epistemology. Each epistemology is also characterised by its constituent conception of ethics. Four such epistemologies and conceptions of ethics are here recognised as having been important in the lifelong learning movement to date: disciplinary, developmental, emancipatory, and design. The authors argue that assumptions about knowledge and moral positions constitute a powerful but not well-understood feature of such arguments: awareness of these assumptions and positions could serve to powerfully advance the overall understanding of what is at stake in lifelong learning and adult education at all levels HTTP:URL=https://doi.org/10.1007/978-3-030-94980-8 |
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| 著者標目 | *Bagnall, Richard G author Hodge, Steven author SpringerLink (Online service) |
| 件 名 | LCSH:Education -- Philosophy
全ての件名で検索
LCSH:Education FREE:Educational Philosophy FREE:Philosophy of Education FREE:Education |
| 分 類 | LCC:LB1-3640 DC23:370.1 |
| 書誌ID | EB16355711 |
| ISBN | 9783030949808 |