Dictioneries of Terms Bhagwani

Bhagwani Bai
HIAD 7510
Dr. Mitsunori Misawa
December 5, 2015
Dictionaries of Terms
Academic Capitalism
Here institutions of higher education become a commercial enterprise in the the pursuit
of market and market-like activities to generate external revenues Slaughter & Rhoades, 2004,
p. 11). So while students my shop for their education, colleges and universities are also
shopping for students! Merriam & Bierema. 2014, P. 3)
Merriam Sharan, B., and Bierema Laura, L. (2014) Adult learning linking theory and
practice. Jossy-Bass
Academagogy
In this model of teaching and learning, it falls to the informed and critically aware
academic (scholar) to select the most appropriate style of learning and evaluation for a given
class and a given learning experience. This new model dispenses with tautological arguments
over whether we are teaching children or adults, men or women, and allows us to bring the focus
back to becoming better teachers or facilitators of learning for our students and selecting the
most appropriate evaluation tools that will most effectively assess whether our learning
objectives have been achieved. (p.3)
Winter, Abigial. J., McAuliffe, Marisha. B., Hargreaves, Doug. J., & Chadwick, Gray.
(2009). The transition to academagogy . Paper presented at the philosophy of eduation
society of Australasia (PESA) Conference Brisbane, Queensland,
http://eprints.qut.edu.au/17367
Action Learning
Action Learning (AL), a form of action research, is an approach to developing people
that emphasized learning from and through experience by working on a meaningful problem. In
AL, participants learn as they work in small groups to examine and take actions on a problem.
(Watkins and Marsick (2010, P. 64-65)
Watkins Karen. E. and Marsick Victoria. J. (2010) Group and organizational learning. In In
Kasworm, C.E., Rose, A.D., & Ross-Gordon,J.M. (E.ds) Handbook of adult and
continuing (pp. 59-68) Los Angeles: SAGE.
Methods by which learners actively participate in the learning process, e.g. discussion
group, problem-solving, experimentation, etc. Jarvis et al. (1999, p. 4)
Jarvis, Peter., & Wilson, A. L. (1999). International dictionary of adult and continuing
education. Kogan Page. London N1 9JN, UK
Adult and Continuing Education

According to the Merriam and Brockeet, adult and continuing education can be defined
as activities intentionally designed for the purpose of bringing about learning among those
whose age, social roles or self-perception, define the adults. (2007, p. 8 as cited in Kasworm et
al. 2010, p. 1)
Kasworm, Carol. E., Rose, Amy. D., & Ross-Gordon, Jovita. M. (2010) In In Kasworm, C.E.,
Rose, A.D., & Ross-Gordon,J.M. (E.ds) Handbook of adult and continuing (pp. 1-10) Los
Angeles: SAGE.
The fusion of two concepts, adult education and continuing education, as in the National
Institute of Adult Continuing Education, is an attempt to end the historic division between adult
liberal education and vocational education and to illustrate that both are about the education of
adults. It should be noted that the two terms are frequently used separately but in the same
phrase, ie adult and continuing, eg in the 1989 Handbook of the American Association. Jarvis et
al. (1999, p. 5)
Adult Literacy Education
Adult literacy education is a function of the evolving concept of literacy that over time
has moved from a school-based model to a functional set of skills or competencies to be
mastered, the more recent social and cultural notion of multiple literacies (Askov, 2000, 248).
Underlying literacy education are behaviorist and cognitivist learning theories. These two
theories align with the double thrust towards an education for workers (behaviorist) and one
for leaders (cognitive), the former being taught to behave without thinking the latter to think
without any resulting praxis or action. (p. 104)
Elias, John., & Merriam, Sharan. B. (2005). Philosophical foundations of adult education.
Malabar, FL: Krieger.
Analytic Philosophy of Adult Education
It originated in such movements as logical positivism, scientific positivism and British
analytic philosophy. This approach to philosophy emphasizes the need for clarifying concepts,
arguments, and policy statements used in adult education. (p. 14)
Anarchist
The anarchist tradition in education has been examined by Spring (1973, 1975). As
social and political philosophy, anarchism has raised fundamental questions about the role and
nature of authority in the society, and since the eighteenth century it has questioned the very
existence of state system of schooling and the possibility of non-authoritarian forms of
education (p.148)

Andragogy
Andragogy is the theory of adult learning that sets out the scientific fundamentals of
the activities of learners and teachers in planning, realizing, evaluating, and correcting adult
learning (Zmeyov, 1998, p. 106 as cited in Taylor and Kroth, 2009. P. 3).
Taylor Brayn., & Kroth, Michael. (2009) Andragogys transition into the future: Meta-analysis
of andragogy and its search for a measurable instrument. Journal of adult education
38(1), (p. 1-11)
Helping human beings learn, and it therefore has implications for the education of
children and youth (Knowles, 1970, 38-39 as cited in Elias and Merriam, 2005. p.132)
Creating good learning experiences for adults is what andragogy is all about (Merriam
and Berrima, 2014. p.44) Andragogy comes from the Greek word aner, meaning man, so
andragogy means helping adults learn (Knowles, 1973, p. 42-43 as cited in Merriam and
Berrima, 2014. p.44)
Merriam Sharan, B., and Bierema Laura, L.. (2014) Adult learning linking theory and
An andragogical approach, however, also refers to a way of thinking and being with
adult learners and developing adult-adult relationships. (Bourcouvalas M. and Lawrence R.L.
2010, pp.36)
Boucouvalas Marcie. and Lawrence Randee. L. (2010), Adult learning. In Kasworm, C.E.,
Rose, A.D., & Ross-Gordon,J.M. (E.ds) Handbook of adult and continuing (pp. 35-48)
Los Angeles: SAGE.
Behaviorism
An experimental and theoretical approach in psychology, associated with J B Watson
and B F Skinner, in which experimental psychologists study observable, measurable behavior.
Jarvis et al. (1999, p. 18)
Behaviorist believe that human behavior is the result of the arrangement of particular
stimuli in the environment. If this behavior is reinforced or rewarded, it is likely to continue; if it
is not reinforced it is likely to disappear. (Merriam and Bierema, 2014, p. 26)
Behaviorism focus upon the overt, observable behavior of an organism. The Intellect,
feelings, emotions and a persons inner life are not observable or measurable and therefore not
investigated in and of themselves/ Behaviorists from Watson through Skinner believe all human
behavior is the result of a persons prior conditioning and is determined by external forces in the
environment over which a person has little or no control. (p. 83)

The way to understand humans is through observing their behavior, not exploring the
inner, unobservable recesses of mind and emotions. (p. 86)
Cognition
Cognition drives from the Latin root (cognosco, Cognoscere, Cognovi, Congnitum) and
is defined in the Oxford English Dictionary as the action or faculty of knowing, knowledge,
consciousness, Friquently, however, discussions revolving around adult cognition restrict the
term to thinking, which is actually derived from a different Latin root (cogito, cogitare, congitavi,
congitatum.) Boucouvalas and Lawrence, 2010, p. 36)
(Boucouvalas Marcie. and Lawrence Randee. L. (2010). Adult learning. In Kasworm, C.E.,
Los Angeles: SAGE.
Cognitive Learning Theory
Cognitive learning theory is about how the brain processes information; social cognitive
theory includes learning through observing, modeling, and mentoring Merriam and Bierema,
2014, p. 41)
Community Education
Community education as it has developed since the early decades of the twentieth
century can be characterized by its two major thrusts more easily than by a single definition. The
two thrusts are 1) the enhancement of school programs by involving the community in the school
programs by involving the community in the schools and 2) the enhancement of the community
through providing educational experiences for all people of all ages in the community. (p. 77)
Constructivist Learning Theory
Constructivist learning theory is not only about how we mechanically process
information, but how we make meaning of that information, meaning which is shaped by our
sociocultural context. Merriam and Bierema, 2014, p. 41)
Merriam Sharan, B., and Bierema Laura, L.. (2014) Adult learning linking theory and
Conscientization
Conscientization for Freire entails a radical denunciation of dehumanizing structures,
accompanied by an announcement of a new reality to be created. It entails a rigorous and rational
critique of the ideology that supports these structures and is brought about not through
intellectual efforts alone but through praxis, the authentic union of action and reflection.
Conscientization for Freire is a social activity in which individuals communicate through
dialogue with others about how they experience reality (p.157)
Content Reflection
Reflection on what we perceive, think, feel or act upon. (Merriam and Bierema, 2014,
p. 85)
Critical Management Studies
Critical management studies emerged in 1992 with a book of the same title by Alvesson
and Willmott. CMS critically evaluates management theory and practice and questions the
truths that tend to preserve power among managers and executives, typically white males. Its
goals include fostering insights, providing critique, and creating a transformative redefinition
of organization practices, cultures and structures. (Alvesson and Deetz 1996) (p. 2200
Critical theory
Critical theory assumes that inequity is a permanent structural reality and is accepted
without complaint because complaint ideology has convinced the majority that inequity is
normal and predictable. The purpose of critical theory is to change this state of affairs. (p. 75)
Brookfield, D. Stephen (2010). Theoretical framework for understanding the field. In Kasworm,
C. E., Rose, A. D., & Ross-Gordon, J. M. (2010). Handbook of adult and continuing
education. (pp, 71-81) Los Angles: SAGE
Critical theory is a philosophical stance that critiques social conditions and challenges
ideologies we have come to accept as truth as a means of ending oppression and promoting
emancipation. (p. 236)
A sociological approach to analyzing society that owes its origin to the Frankfurt
School, especially more recently to the work of Jrgen Habermas. Critical theory finds its roots
in Marxism and Freudian psychology, but more recently it has become more philosophical and
linguistic. It does not accept the positivist value-free approach of certain forms of social science
but asserts that no interpretation of social fact is value free. Hence, it is possible to analyze the
values that underlie social action and the methods through which interpretation is socially
constructed. This process, claim the critical theorists, is emancipatory. (p. 45-46)

Critical Race Theory
Critical race theory emerged from a legal movement that evolved in the 1970s as a form
of critique over delayed progress of civil rights litigation and racial reform. CRT challenges us to
confront the role of law in upholding white supremacy. (p. 219)
Critical Thinking
Critical thinking the ability to assess your assumptions, beliefs and actions is
imperative to survival; failure to engage in it makes youre a target of those who may wish to
harm or manipulate you (Brookfield, 2012b). Intellectually engaged, skillful and responsible
thinking that facilitates good judgment, critical thinking requires the application of assumptions,
knowledge, competence and the ability to challenge ones own thinking. (p. 222)
Disorienting Dilemma
A disorienting dilemma is brought about when a significant personal life event
precipitates a crisis in our lives such as the death of a loved one, being a victim of a crime, or
losing your job. Subsequent research suggests that while a disorienting dilemma is most easily
identified as triggering the process, there can also be an accumulation of experience over the
time that eventually come together to foster a transformation. . (Merriam and Bierema, 2014,
p. 84)
Situations that are disturbing and surprising because they contradict very dramatically
what we thought were stable understandings of how the world works. (p. 78)
Brookfield, D. Stephen (2010). Theoretical framework for understanding the field. In Kasworm,
C. E., Rose, A. D., & Ross-Gordon, J. M. (2010). Handbook of adult and continuing
education. (pp, 71-81) Los Angles: SAGE
Embodied Knowing
Embodied knowing is about attending to our body as a site of knowing and learning.
(Merriam & Bierema, 2014, p. 145)
Ethnocentrisms
The tendency to assess social behavior and values against those of ones own group.
This often results in certain forms of prejudice occurring in people who are ethnocentric. Jarvis
et al. 1999, p.?)
Ethnomethodology
The sociological study of the way in which ordinary people understand and produce
coordinated social interaction. As a research technique, it has been more frequently used in the
study of childrens education than it has been in adult education. (p. 70)
Epistemology
Epistemology investigates the rules for determining whether we have arrived at truth,
opinion, or falsehood (Elias & Merriam 2005, P. 3)
The theory of knowledge; a branch of philosophy. (p. 69)

Experiential learning
In experiential learning the learners are engaged in learning about interconnectedness
rather than learning about objects. The focus is primarily on elements such as the conscious and
unconscious contents of individuals minds; individuals relationships with others with whom
they have a personal link; individuals minds; individuals relationships with others with whom
they have a personal link; individuals relatedness to others with whom they have connection but
no personal link. (pp. 152-153)
Smith Rgina.O. (2010) Facilitation and design of learning. In In Kasworm, C.E., Rose, A.D., &
Ross-Gordon,J.M. (E.ds) Handbook of adult and continuing (pp. 147-155) Los Angeles:
SAGE.
Existential Humanism
Existentialism is a modern expression of humanistic thought that has had great influence
on a number of adult educators, especially Carl Rogers. Existentialism is a broad term: that
embrace the thought of a rather diverse groups of thinkers; Soren Kiekegaard, Fredriech
Nietzsche, Martin Heidegger, Karl Jaspers, Albert Camus, Gabriel Marcel, Paul Tillich, Martin
Buber, Jean Paul Sartre and Simone deBeauvoir . This philosophical movement is deeply
concerned with the freedom and integrity of the individuals in the face of increased
bureaucratization in society and its institution, as well as the whole gamut of human relations.
Existentialist stress awareness, consciousness, perception, the total meaning-structure of
individuals, their visions of life and death, their work choice and other aspects of their lives. (p.
113)
Expressiveness
"The expressiveness of postmodern adult education leads it to reject overly planned events and
needs-based programming in favor of being responsive to the non-cognitive, emotive interests,
inclinations, and preferences of its participants Bagnall 1999, 135) (p. 240)
Feminist pedagogy
Feminism focuses on women and other marginalized social marginalized social group,
bringing attention to inequality in politics, economics, and society. Feminist pedagogy seeks to
create learning environments where learners can critique social conditions and understand how
their gender, race, sexuality, or class affects their personal, work, and social lives. In other words,
its is not simply concerned with the individual experience of women, but rather how social forces
create condition that marginalize all women into situation such as being segregated into gendered
jobs or receiving less pay than men for comparable skill and work. (p. 218)
Freudian
One of the basic problems of the Marxist socialist approach to educational change is its
assumption that once people become aware of what they view as evil social structures, they will
be able to bring about the necessary changes. The Freudian left addresses itself to the problem
inherent in this assumption. It points out that many persons are prevented from acting in their
own self-interests because of a structure of authoritarianism that is imposed from the earliest
stages of child development The solution of the Freudian left lie in sexual freedom, changes in
family organization, and libertarian methods of childrearing and education (p.151)
Homodynamic
A society in which a balance could be achieved between cultural components that
imitated the past and components that were inventive of the future. Survival of individuals and
society depended upon achieving this balance (Robert Blaely, 1965 as cited in Elias and
Merriam, 2005, p. 74)

Holism
According to Fasokun, Katahoire, and Oduaran (2005), holism is a belief that
individuals learn through continuous interaction with the community and the environment.
According to Erickson (2007), the term holism is derived from the Greek work holo, which
means whole but the concept of holism is rooted in an ancient Indian Vedic culture that existed
thousands of years ago. In Sanskirt language used by the Indian Vedic culture, the world sarvah
which means whole, intact, or uninjured, was used to describe the nature of humans as an
integral part of the universe. More specifically, the word sarvah means that when the physical
form of the human spirit is instilled with omnipotent source of energy (or spirit) derived from the
universe. It is whole, uninjured, and intact. (Erickson, 2007, pp. 130-140)
1. An approach to learning that seeks to engage fully all aspects of learner mind, body
and spirit. 2. Holism is a belief that individuals learn through continuous interaction with the
community and the environment. (p. 150)
Smith. Regina.O. (2010) Facilitation and design of learning. In In Kasworm, C.E., Rose, A.D.,
& Ross-Gordon,J.M. (E.ds) Handbook of adult and continuing (pp. 147-155) Los
Angeles: SAGE.
Heutagogy
The term heutagogy was coined by Hase and Kenyon in the late 1990s. They see
heutagogy as a desire to go beyond the simple acquisition of skills and knowledge as a
learning experience (Hase and Kenyon 2000, p.3); 'knowledge sharing' rather than 'knowledge
hoarding' (Ford, 1997 in Hase and Kenyon, 2000), where knowing how to learn will be a
fundamental skill in the future of our workplaces. (as cited in Winter et. Al. 2009, p. 2)
Winter, Abigial. J., McAuliffe, Marisha. B., Hargreaves, Doug. J., & Chadwick, Gray.
(2009). The transition to academagogy . Paper presented at the philosophy of eduation
society of Australasia (PESA) Conference Brisbane, Queensland,
http://eprints.qut.edu.au/17367
Hidden curricula
The term refers to unstated norms, values, and beliefs that are transmitted to students
through underlying rules that structure the routines and social interactions in the educational
setting (Giroux 1983). (p. 3)
Corley, Mary. A. (2003). Poverty, racism, and literacy (ERIC Digest No. 243). Columbus, OH:
ERIC Clearinghouse on Adult, Career, and Vocational Education, Ohio State University
Humanistic Adult Education

Humanistic adult education is related in its development to existential philosophy and
humanistic psychology. The key concepts that emphasized in this approach are freedom and
autonomy, trust, active cooperation, participation and self-directed learning. (p. 13)
Idiosyncratic
Idiosyncrasy; differences which do not get themselves realized in action may readily
become negative regrets and frustrations. (Lindeman 1926, P. 55)
Lindeman, Eduard. C. (1926). The meaning of adult education. New York: New Republic, Inc.
Institutional Racism
The operative force that causes certain groups of people to be marginalized in society, to
be regarded as inferior, and to experience unequal and limited access to resources is institutional
racism. (p.3)
Corley, Mary. A. (2003). Poverty, racism, and literacy (ERIC Digest No. 243). Columbus, OH:
ERIC Clearinghouse on Adult, Career, and Vocational Education, Ohio State University
Intelligence
Psychologically speaking intelligence is the ability to learn, the capacity to solve the problems,
to utilize knowledge in evolving, continuing accommodations to changing environments. (p. 25)
Lindeman, Eduard. C. (1926). The meaning of adult education. New York: New Republic, Inc.
Learning
A change in human disposition or capacity or capacity that persists over a period of time
and is not simply ascribable to processes of growth. Gange, 1985, p.2 as cited in Meriam and
Bierema, 2014, p. 25)
Liberal Adult Education
Liberal adult education has its beginnings in the philosophical theories of classical
Greek philosophers, Socrates, Plato, and Aristotle. This liberal education tradition was adopted
and adapted in the Christian schools in schools in early, medieval and modern times. It became
the predominant educational theory today. The emphasis in this tradition is upon liberal learning,
organized knowledge, and the development of the intellectual powers of the mind. (p. 12)

Materialism
The theory that the laws of matter and motion can explain reality without any appeal to mind or
spiritual reality. In the materialist viewpoint humans are part of nature, though they are complex
parts. (p. 84)
Metaphysics
Metaphysics searches out the most general principles of reality. Many contemporary
emphases in philosophy question the possibility of metaphysical knowledge, i.e., knowledge
about reality in the most general sense that is applicable to all reality. (Elias & Merriam, 2005,
P. 3)
The study of human existence and phenomena as a whole, instead of through the study
of elements of it empirically through the natural sciences. (Jarvis & Wilson, 1999, p. 131)
Motivation
Motivation is the drive and energy we put into accomplishing something we want to do.
We cannot see or touch it, but it is present in our thought and action. (p. 166)
Multicultural Education
Multicultural education is concerned with providing strategies for education to create
democratic, inclusive learning environments that honor the cultural diversity of learners p. 220)
Philosophy
For the Greeks, who coined the word, it was the search for what is real in a world of
appearances. It was the quest for the beautiful in a garish world. It was separating of good from
the bad. It was searching for unity among the fragmented elements of life. (p. 2)
Philosophy is a more reflective and systemic activity than common sense. Philosophy
raises questions about what we do and why we do it, and goes beyond individual cases and
phenomena to treat questions of a general nature. (p. 5)

Positivism
Positivism is the third philosophic tradition to which modern behaviorism is allied. Positivism
was proposed by Auguste Comte who contended that one arrived at knowledge not through
theology or traditional philosophy but through scientific observation and the measurement of
facts. (p. 85)
Postmodernism
Postmodernism, like critical theory, emerged in the 20th century. Postmodernism
critiques what are considered absolute truth or metanarratives (Lyotard, 1984). A
metanarrative is a grand story or shared historical account of events that is not questioned.
(p.217)
Postmodern Adult Education
Postmodern adult education offers a trenchant criticism of the entire enterprise of adult
education. Postmodernist critiques, which began in arts, now permeates all academic disciplines,
including education. Based on the writings of well-known European philosophers and theorists
this philosophy questions such fundamental concepts as truth, theory, reality, knowledge, and
power. (p. 14)
Process Reflection
Process reflection is an examination of how we perform these functions of perceiving,
thinking, feeling, or acting (Merriam & Bierema, 2014, p. 85)
Progressive Adult Education
Progressive adult education has its beginnings in the progressive movement in politics social
change, and education. This approach to educational philosophy emphasized such concepts as
the relationship between education and society, experience-centered, vocational, and democratic
education. (p. 12)
Queer Studies
Different from Queer Theory (an analysis within queer studies that challenges how we
socially construct categories of sexuality) queer studies emered approximately 20 years ago. Is is
a multidisciplinary field grounded in critical theory that explores power relations related to
sexuality and gender identity with a focus on LGBTI (Lesbian, gay, bisexual, transgender, and
intersex) individuals. Queer studies examines queer influences in society and is also concerned
with their relationship to the social and political oppression of marginalized people based on
gender, race and class. (p. 220)
Radical Adult Education
Radical or critical adult education derives from the various radical movements that have
emerged in the past three centuries anarchism, Marxism, socialism, left-wing Freudianism,
critical theory and radical feminism. The radicals in education propose education as a force for
achieving radical social change. Education in this view-point is closely connected with social,
political and economic understanding of cultures and with the development of methods to bring
people to an awareness of responsible social action. (p. 14)
Reflective Practice
Practice based learning or reflective practice is learning that is acquired through
reflection on or in practice (experience). (Merriam & Bierema, 2014, p. 126)
Reflexive Contextualization
Postmodern adult education is its goals, curriculum, procedures, and programs is
partially determined by its cultural context and is partially undermined. This in contract to
modernist theories of philosophies that determine educational events. This situation arises
because of the postmodern tenet of not privileging any particular discourses as necessarily
leading to the true, the good, the authentic and the beautiful and contingency of all beliefs (1999)
This tendency produces great diversity in the field of adult education in goals, curriculum,
procedures, and participants. This diversity recognizes many forms of knowledge, including the
ethnical, the technical, and the aesthetic, postmodern adult education is thus open to influences
that may have been suppressed in the past through centralized planning. Systematization,
outcomes-based education, and evaluation. The role of the state in regulating adult education is
rejected. The tendency also favors a short term perspective in program planning, remaining open
to all contingencies. Finally this tendency privileges experiential learning including the
recognition of prior learning. (p .240-241)

Scientific Realism
A second philosophic tradition to which modern behaviorism is allied is scientific realism and
empiricism. Francis Bacon introduced into Western through the inductive method by which one
arrived at truth through an examination of information gained from the senses alone. (p. 84)
Self-actualization
The desire to become more and more what one is, to become everything that one is
capable of becoming (Maslow, 1959, p. 2 as cited in Merriam & Bierema, 2014, p. 30)
practice. Jossy-Bass.
Self-actualization, growth or self-transcendence are innate human characteristic according to
humanistic philosophy and psychology. Men and women continuously strive towards personal
growth and towards their unique potentialities (p. 121)
Self-directed Learning Process

Knowles is well-known for his definition of the SDL of process in which individuals
take the initiative, with or without the help of others, in diagnosing their needs formulating
learning goals, identifying human and material resources for learning, choosing and
implementing appropriates learning strategies, and evaluating those learning outcomes.
(Knowles, 1975, p. 18 as cited in Merriam & Bierema 2014, p. 63)
Social Movement
Social movements on the other hand engage in social action and promote a prescriptive
approach to social change. Within adult and continuing education, social movement learning
refers to the a) learning by persons who are part of any social movement; and b) learning by
persons outside of a social movement as a result of actions taken or simply by the existence of
social movements. (Hall & Clover, 285, p, 324 as cited in Kasworm et al. 2010, p.7)
Kasworm, Carol. E., Rose, Amy. D., & Ross-Gordon, Jovita. M. (2010) In In Kasworm, C.E.,
Rose, A.D., & Ross-Gordon,J.M. (E.ds) Handbook of adult and continuing (pp. 1-10) Los
Angeles: SAGE
Somatic Learning
Somatic or embodied knowing involve accessing knowledge through the body.
Embodied learning challenges the Cartesian dualistic belief of the mind being separate from the
body by calling attention to the body as a source of learning
(Boucouvalas Marcie. and Lawrence Randee. L. (2010), Adult learning. In Kasworm, C.E.,
Los Angeles: SAGE.
Those forms of learning founded on the biological rather than the psychological. Jarvis,
& Wilson. (1999, p. 191).
Spirituality in Learning
Spirituality in learning is about connections to others, to the world around us, to a force
beyond ourselves, For some spirituality is an avenue of meaning-making in learning. (Merriam
& Bierema, 2014, p. 145)
Stigma
A mark or blemish, typically culturally or economically defined, that causes some
people to be treated as different by others. Jarvis, & Wilson. (1999, p. 193).
Systemic Violence
Members of some groups live with the knowledge that they must fear random unproved
attacks on their persons or property, which have not motive but to damage, humiliate, or destroy
the persons (Young, 1990, p. 62) They suffer not only from actual attacks but from the fear of
such assaults which deprives the oppressed of freedom and dignity (p.62) Everyone know it
happens and will happen again always at the horizon of social imagination (p.62 as cited in
Butterwick and Egan, 2010, p. 116)
Butterwick. Shauna., and Egan. John. P. (2010). Sociology of adult and continuing education;
some key understanding for the field of practice. In Kasworm, C.E., Rose, A.D., & Ross-
Gordon,J.M. (E.ds) Handbook of adult and continuing (pp. 113-122) Los Angeles:
SAGE.
Transformative Learning
Transformative learning is about change in your perspective on yourself and you place
in the larger social context. (Merriam and Bierema, 2014, p. 102)

Transformation as Social Change
The third perspective, is about systemic, sociopolitical change and is most associated
with Paulo Freire. (Merriam and Bierema, 2014, p. 102)

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Bhagwani Bai

Dr. Mitsunori Misawa

shopping for students! Merriam & Bierema. 2014, P. 3)

objectives have been achieved. (p.3)

(2009). The transition to academagogy . Paper presented at the philosophy of eduation

society of Australasia (PESA) Conference Brisbane, Queensland,

Action Learning (AL), a form of action research, is an approach to developing people

(Watkins and Marsick (2010, P. 64-65)

continuing (pp. 59-68) Los Angeles: SAGE.

group, problem-solving, experimentation, etc. Jarvis et al. (1999, p. 4)

education. Kogan Page. London N1 9JN, UK

Adult and Continuing Education

education. Kogan Page. London N1 9JN, UK

Adult Literacy Education

has moved from a school-based model to a functional set of skills or competencies to be

without any resulting praxis or action. (p. 104)

Malabar, FL: Krieger.

Analytic Philosophy of Adult Education

It originated in such movements as logical positivism, scientific positivism and British

arguments, and policy statements used in adult education. (p. 14)

Malabar, FL: Krieger.

existence of state system of schooling and the possibility of non-authoritarian forms of

Malabar, FL: Krieger.

38(1), (p. 1-11)

Malabar, FL: Krieger.

Berrima, 2014. p.44)

Los Angeles: SAGE.

An experimental and theoretical approach in psychology, associated with J B Watson

and B F Skinner, in which experimental psychologists study observable, measurable behavior.

Jarvis et al. (1999, p. 18)

education. Kogan Page. London N1 9JN, UK

stimuli in the environment. If this behavior is reinforced or rewarded, it is likely to continue; if it

is not reinforced it is likely to disappear. (Merriam and Bierema, 2014, p. 26)

environment over which a person has little or no control. (p. 83)

inner, unobservable recesses of mind and emotions. (p. 86)

Malabar, FL: Krieger.

congitatum.) Boucouvalas and Lawrence, 2010, p. 36)

Los Angeles: SAGE.

Cognitive Learning Theory

Malabar, FL: Krieger.

Constructivist Learning Theory

Constructivist learning theory is not only about how we mechanically process

sociocultural context. Merriam and Bierema, 2014, p. 41)

Conscientization for Freire entails a radical denunciation of dehumanizing structures,

accompanied by an announcement of a new reality to be created. It entails a rigorous and rational

Conscientization for Freire is a social activity in which individuals communicate through

dialogue with others about how they experience reality (p.157)

Malabar, FL: Krieger.

Critical Management Studies

education. (pp, 71-81) Los Angles: SAGE

emancipation. (p. 236)

education. Kogan Page. London N1 9JN, UK

confront the role of law in upholding white supremacy. (p. 219)

A disorienting dilemma is brought about when a significant personal life event

education. (pp, 71-81) Los Angles: SAGE

(Merriam & Bierema, 2014, p. 145)

et al. 1999, p.?)

education. Kogan Page. London N1 9JN, UK

education. Kogan Page. London N1 9JN, UK

opinion, or falsehood (Elias & Merriam 2005, P. 3)

Malabar, FL: Krieger.

The theory of knowledge; a branch of philosophy. (p. 69)

education. Kogan Page. London N1 9JN, UK