全球比較成人教育學(xué)

內(nèi)容概要

書稿由國際一流學(xué)者教授寫成，這些學(xué)者都活躍并任職于美國各大名校的教學(xué)和科研崗位。第一部分：第一章闡述了泰國的教育背景和現(xiàn)行的教育體制；第二章敘述了中東和北非的古老教育體制和哲學(xué)理論根據(jù)，以及正在進(jìn)行的成人教育改革和現(xiàn)行的教育體制；第三章描寫了非洲特殊社會的哲學(xué)理論；第四章闡明了埃及的教育發(fā)展過程，及埃及與美國的教育到底有多少關(guān)系等問題；作為主體的第五章，全面地比較了中國與美國的成人教育理論與實(shí)踐，這一章為學(xué)者們研究東西方教育理論與實(shí)踐提供了研究基礎(chǔ)和方向。第二部分：進(jìn)一步提供了更嚴(yán)密的國際教育理論，并對不同國家的理論與實(shí)踐進(jìn)行了分析，供學(xué)者參考。通過閱讀全書，讀者可以了解成人教育的過去，欣賞其豐富的歷史，驚人的成就；同時也可以理解教育的困難、悲劇和挑戰(zhàn)。通過閱讀全書，讀者從而得知每個人、每個國家的教育理論和教育實(shí)踐在全球都有其一席之地。

作者簡介

Judith A. Cochran, Ph.D., is the E. Desmond lee Endowed Professor in Tutorial Education at the University of Missouri, St. Louis. In 2005 she was a Visiting Scholar at the Center for Middle Eastern Studies at the University of Texas, Austin. Dr. Cochran h

書籍目錄

PrefaceAcknowledgementsThe EditorsThe ContributorsIntroduction: A Constellation of ExperiencePart HISTORY, PERSPECTIVES AND INSIGHTS  Chapter 1 Adult Education Praxis in Thailand: A Tapestry of Interdependence for Lifelong Learning    1.1 Adult Education Praxis in Thailand    1.2 The Intersection of Andragogy and Buddhism    1.3 Conclusion    References  Chapter 2 The Challenges of Education the Adults of the Middle East and North Africa    2.1 Introduction and History of the Region    2.2 Factors Affecting Educational Policy    2.3 Educational Issues in the MENA States    2.4 Women's Issues of Equality and Access to Education    2.5 Case Study of Adult Education Applications in the Middle East    2.6 Conclusions    References  Chapter 3 Ubuntuism: An African Social Philosophy Relevant to Adult Learning and Workplace Learning    3.1 Introduction    3.2 Why the History of Adult Learning?    3.3 Why the Philosophy of Adult Learning?    3.4 Meaning of Ubuntuism    3.5 The Core Principles of Ubuntuism Worldview      3.6 The Spirituality Principle      3.7 The Relevance of Spirituality Concept to Adult and Workplace Learning    References  Chapter 4 Reactions to Western Educational Practice: Adult Education in Egypt  Chapter 5 Chinese Knowledge Transmitters of Western Learning Facilitators Adult Teaching Methods ComparedPart 2 THEORETICAL BASES  Chapter 6 How Contextually Adapted Philosophies and the Situational Role of Adult Educators Affect Learners' Transformation and Emancipation  Chapter 7 Expanding Our Thinking about Andragogy: Toward the International Foundation for its Research, Theory and Practice Development-A Continuing Research Study  Chapter 8 Pedagogy of the Oppressed  Chapter 9 Exploring Feminist Research and Pedagogy in a Crucible of Tragedy: International Perspectives Creating Meaning and Response  Chapter 10 New Perspectives on Gains in the ABE Classroom: Transformational Learning Results Considered  Chapter 11 Confucius and Mezirow-Understanding Mezirow's Theory of Reflectivity from Confucian Perspectives: A Model and Perspective  Chapter 12 Conclusion: Creating a Global Future of Transformation and Learning Index

章節(jié)摘錄

　　Narration （with the teacher as narrator） leads the students to memorize mechanically the narrated content. Worse yet， it turns them into “containers，” into “receptacles” to be “filled” by the teacher. The more completely she fills the receptacles， the better a teacher she is. The more meekly the receptacles permit themselves to be filled， the better students they are.　　Education thus becomes an act of depositing， in which the students are the depositories and the teacher is the depositor. Instead of communicating， the teacher issues communiques and makes deposits which the students patiently receive， memorize， and repeat. This is the “banking” concept of education， in which the scope of action allowed to the students extends only as far as receiving， filing， and storing the deposits. They do， it is true， have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis， it is the people themselves who are filed away through the lack of creativity， transformation， and knowledge in this （at best）misguided system. For apart from inquiry， apart from the praxis， individuals cannot be truly human. Knowledge emerges only through invention and re-invention， through the restless， impatient， continuing， hopeful inquiry human beings pursue in the world， with the world， and with each other.　 In the banking concept of education， knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others， a characteristic of the ideology of oppression， negates education and knowledge as processes of inquiry. The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute， he justifies his own existence. The students， alienated like the slave in the Hegelian dialectic， accept their ignorance as justifying the teacher's existence but， unlike the slave， they never discover that they educate the teacher.　　The raison detre of libertarian education， on the other hand， lies in its drive towards reconciliation. Education must begin with the solution of the teacher-student contra-diction， by reconciling the poles of the contradiction so that both are simultaneously teachers and students.　　……

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